Secondly gender subgroups showed extremely significant differences in academic self-efficacy overall p=0004001 and its dimensions learned behavior self-efficacy p=0009001 and learned ability self-effi

Furthermore, significant differences were observed among gender subgroups in terms of academic self-efficacy as a whole (p=0.004<0.01) and its dimensions of learned behavior self-efficacy (p=0.009<0.01) and learned ability self-efficacy (p=0.002<0.01). However, learning engagement as a whole showed significant differences (p=0.037<0.05), whereas no significant differences were found in behavioral engagement, cognitive engagement, emotional engagement, and social engagement. No significant differences were observed in academic self-efficacy and learning engagement across different grade levels. Conversely, there were significant differences between arts and science sub-dimensions in terms of self-efficacy as a whole (p=0.0029<0.01) and an extremely significant difference in academic behavior self-efficacy in its sub-dimensions (p=0.006<0.01).