Student Engagement In Relation To Perceived Social Support among Secondary School Students

Abstract This study explores the relationship between student engagement and perceived social support among secondary school students. The research aimed to examine how different sources of social support—namely, from family, peers, and teachers—correlate with cognitive, emotional, and behavioural engagement in school settings. A quantitative correlational research design was students, using survey data collected from 400 secondary school students across various CBSE and PSEB Schools. Standardized instruments were used to measure levels of perceived social support and student engagement. Statistical analyses, including Pearson correlation and two-way analysis of variance were conducted to identify significant relationships between variables. Findings revealed a positive and significant correlation between perceived social support and student engagement. The female students are more engagement and perceived higher social support as compared to male pupils. Additionally, the current study found that pupils in various age groups vary significantly respect to conative as well as the affective aspect of s tudent involvement. According to the current research, there are no differences in social support amongst pupils of different ages. These results highlight the importance of nurturing supportive relationships within the school environment to enhance student engagement. The study concludes by recommending that educational stakeholders develop strategies to strengthen social support systems within schools to promote more engaged, motivated, and successful students.