Profiling secondary school students in mathematics and German language arts using learning-relevant cognitive and motivational-affective characteristics |
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| Institution: | GESIS – Leibniz Institute for the Social Sciences, Department Data and Research on Society, P.O. Box 12 21 55, 68072 Mannheim, Germany;Education and Educational Psychology, Department of Psychology, LMU Munich, Munich, Germany;Faculty of Education, University of Cambridge, Cambridge, UK;TUM School of Social Sciences and Technology, Technical University of Munich (TUM), Germany |
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| Abstract: | This study aims to investigate how learning-relevant cognitive and motivational-affective characteristics, such as pre-knowledge and interest, are intrapersonally connected within students. This person-centered research thereby adds to prior findings by simultaneously analyzing student profiles in the domains of mathematics and German language arts on all school tracks within the German secondary school system. In a subsample of the German National Educational Panel Study involving 10,025 ninth-grade students, a latent profile analysis is conducted to identify student profiles. The results reveal five student profiles in German language arts (strong, struggling motivation], struggling cognitive], over,- underestimating) and five student profiles in mathematics (strong, struggling, over,- underestimating, average-uninterested). One of the student profiles, the underestimating student profile, is found most frequently in both domains (Ø32%). Students from higher school tracks, and especially females, are most often allocated to an underestimating profile in both domains. Lastly, the results indicate domain-specific student profiles. |
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| Keywords: | Student characteristics Academic achievement Latent profile analysis Person-centered research Individual differences |
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