Exploring Socio-Psychological Predictors of Student Engagement and Academic Success: A Quantitative Study among Marginalized Learners of West Bengal

This quantitative study investigates socio-psychological predictors of student engagement and academic success among marginalized students in the Nadia district of West Bengal. Anchored in the theoretical foundations of self-efficacy theory (Bandura, 1997), ecological systems theory (Bronfenbrenner, 1979), and self-determination theory (Deci & Ryan, 1985), the research examines how self-belief, teacher support, family involvement, and demographic constraints influence learning outcomes. Using stratified random sampling, data were collected from 400 upper primary and secondary school students from marginalized communities (SC/ST/OBC/EWS). A validated tool combining Bandura’s self-efficacy scale and context-specific socio-psychological questionnaires was used. Statistical techniques including Pearson's correlation, regression analysis, and path modeling (AMOS) were employed. Findings reveal that self-efficacy, parental involvement, and teacher support are significantly associated with academic achievement. Path analysis confirmed that academic motivation mediates these relationships. Socio-economic variables such as caste, income, and parental education had significant associations with student outcomes.