PERCEIVED GENDER DIFFERENCES IN THE SOCIAL SUPPORT AND COGNITIVE ENGAGEMENT OF DAY SECONDARY SCHOOL STUDENTS IN KAKAMEGA COUNTY, KENYA

Abstract

The latent factor modelling that addresses the significance of social support from parents, teachers
and peers with respect to adolescent cognitive engagement has effectively been utilized leading to
the use of structural equation modelling as the main analysis, the hypothesised model was tested.
Results revealed that the structural models differed for female and male models. Also, the findings
support self-efficacy beliefs and behavioural engagement as two mediators in the relation between
social support and cognitive engagement for girls, but only self-efficacy was a mediator in this
association for boys. Implications of the study are discussed in relation to Bandura’s social
cognitive theory.
Keywords: Social Support, Teacher Support, Parental Support, Self-Efficacy, School Engagement.