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.
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