The study purposes were to explore the level of students' academic enablers and gender-based difference towards academic enablers scales (AES) among 3200 students that were selected randomly from 80 high schools of Punjab province of Pakistan. The descriptive design of the positivism research paradigm was used to accomplish the study. Academic enablers scale for students (AES-students) was adapted to collect data about four academic enabling behaviors (motivation, engagement, interpersonal skills, and study skills). Hence, the psychometric properties of adapted AES-students exhibited that it is a valid and reliable instrument to measure academic enablers. Results indicated that the majority of students had a competent level in all academic enabling behaviors while they are more motivated as compared to their study skills, interpersonal skills, and engagement. However, engagement is the least contributive enabler. Moreover, results also demonstrated a significant difference in girls' and boys' student perceptions towards AES. It is also determined that gender had a small effect size on students' academic enablers as Cohen's d values among 0.1 to 0.4. Academic enabling behaviors may be enhanced among boy students through the use of different teaching strategies in the classroom, such as enthusiastic demonstration style, group activities, and classroom symposiums.

中文翻译：

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探索巴基斯坦中学生在学术推动因素量表上的性别差异

该研究的目的是探索从巴基斯坦旁遮普省 80 所高中随机选择的 3200 名学生中学生的学术推动因素水平和基于性别的学术推动因素量表 (AES) 的差异。实证主义研究范式的描述性设计被用来完成研究。学生（AES-students）的学术促进量表被改编为收集关于四种学术促进行为（动机、参与、人际交往能力和学习技巧）的数据。因此，适应 AES 学生的心理测量特性表明，它是衡量学术推动因素的有效且可靠的工具。结果表明，大多数学生在所有学术支持行为方面都达到了合格水平，同时与他们的学习技能、人际交往能力、和参与。然而，参与是贡献最小的推动因素。此外，结果还表明，女孩和男孩对 AES 的看法存在显着差异。还确定性别对学生的学术推动因素的影响很小，因为科恩的d值在 0.1 到 0.4 之间。通过在课堂上使用不同的教学策略，如热情的示范风格、小组活动和课堂座谈会，可以提高男生的学术支持行为。