Psychological Capital as a Mediator between Gender Identity Expression and English Achievement among Secondary School Students

Palash Majumder^1, , Nimisha Beri² and Parimal Sarkar³

¹School of Education, Lovely Professional University, Phagwara, Punjab, India

²Department of Teacher Education, National Council of Educational Research and Training (NCERT), New Delhi, India

³School of Education, Netaji Subhas Open University, Kolkata, West Bengal, India

Cite this paper:
Palash Majumder, Nimisha Beri and Parimal Sarkar. Psychological Capital as a Mediator between Gender Identity Expression and English Achievement among Secondary School Students. American Journal of Educational Research. 2026; 14(5):141-148. doi: 10.12691/education-14-5-3

Abstract

This study investigates the role of psychological capital (PsyCap) as a mediator between gender identity expression and English academic achievement among secondary school students in India. Using a cross-sectional quantitative design, data were collected from 320 secondary school students (ages 13–17) from government-sponsored schools in West Bengal through stratified random sampling. Gender identity expression was assessed using the newly developed and validated Gender Identity Expression Questionnaire (GIEQ; 10 items, 4-point Likert scale), PsyCap was measured using a standardized assessment scale, and English achievement was evaluated through a curriculum-aligned test. Structural Equation Modeling (SEM) was employed to test the proposed mediation model. The GIEQ demonstrated excellent internal consistency (Cronbach's α = .946) and strong construct validity confirmed by EFA (single factor; eigenvalue = 6.733; variance explained = 67.33%; KMO = .966) and CFA (χ²(35) = 36.388, p = .404; CFI = .999; RMSEA = .011). SEM results revealed that gender identity expression significantly predicted PsyCap (β = .911, p < .001) and PsyCap significantly predicted English achievement (β = .905, p < .001). The direct effect of gender identity expression on English achievement was non-significant (β = −.004, p = .951), while the indirect effect through PsyCap was significant (standardized indirect effect = .824, p < .001), indicating full mediation. These findings underscore the importance of inclusive, strength-based educational environments that support the psychological well-being of all learners.

Keywords:
gender identity expression psychological capital gender fluid non-binary traits gender flexible

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