The Influence of Sex (Gender) Differences on the Cognitive Engagement and Academic Achievement of Middle School Students in China

This article analyzes the influence of gender differences in students on cognitive abilities in the context of academic achievement. There is a perception that assesses that gender differences affect student achievement. This assumption can be a discriminatory factor, which assesses that one gender affects student achievement. This article aims to analyze whether gender differences affect student cognitive and academic achievement? The method used is quantitative to conduct descriptive and inferential statistics. The type of field research was conducted at Middle Schools in China. Data sources were obtained directly from students and administrators of the Middle School. Data collection techniques through observation and interviews. Simple random sampling was used to select participants from middle schools in China (n = 341). The findings showed that cognitive engagement significantly affected student academic achievement (β = 0.389, p <0.001). However, gender differences in students did not moderate the relationship between the two. The assumption that female gender is not intelligent is wrong, because intelligence is not determined by gender. The practical contribution of this article is recommended for policy makers, teachers, and stakeholders to understand strategies in enhancing students' cognitive engagement to improve academic achievement understand strategies to increase students' cognitive engagement to improve academic achievement.