A Latent Profile Analysis of Prospective Teachers' Conceptions of Classroom Assessment: Effects of their feedback experience and achievement goal orientations

Academic adjustment is a principal determining factor of undergraduate students’ academic achievement and success. However, studies pay little attention to freshmen’s antecedent variables of academic adjustment. This study aimed to examine the mechanisms underlying the relationship between achievement goal orientations and academic adjustment in freshmen using variable- and person-centered approaches. A sample of 578 freshmen (aged 18.29±1.04years, 58.5% female) completed questionnaires on achievement goal orientations, learning engagement, and academic adjustment. Latent profile analysis of achievement goal orientations revealed four groups: low-motivation (11.1%), approach-oriented (9.5%), average (52.8%), and multiple (26.6%). In the mediating analysis, results of the variable-centered approach showed that learning engagement mediated the effects of the mastery-approach and performance-avoidance goals on academic adjustment. For the person-centered approach, we selected the average type as the reference profile, and the analysis revealed that compared with the reference profile, learning engagement partially mediated the link between the approach-oriented profile and academic adjustment. The current study highlights the important role that achievement goal orientations and learning engagement play in academic adjustment. We discuss the implications and limitations of the findings.

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Latent Profile Analysis of Grit, Academic Failure Tolerance, and Achievement Goal Orientation among University Students

THE KOREAN JOURNAL OF DEVELOPMENTAL PSYCHOLOGY ◽

10.35574/kjdp.2020.3.33.1.103 ◽

2020 ◽

Vol 33 (1) ◽

pp. 103-125

Author(s):

Tae Young An ◽

Sujin Yang

Keyword(s):

University Students ◽

Goal Orientation ◽

Latent Profile Analysis ◽

Profile Analysis ◽

Academic Failure ◽

Achievement Goal ◽

Achievement Goal Orientation ◽

Failure Tolerance ◽

Latent Profile

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Singapore Primary Students’ Pursuit of Multiple Achievement Goals: A Latent Profile Analysis

The Journal of Early Adolescence ◽

10.1177/0272431616665214 ◽

2016 ◽

Vol 38 (2) ◽

pp. 220-237 ◽

Cited By ~ 3

Author(s):

Hoi Kwan Ning

Keyword(s):

Learning Strategies ◽

Latent Profile Analysis ◽

Profile Analysis ◽

School Context ◽

Achievement Goal ◽

Primary Students ◽

Multiple Goals ◽

And Performance ◽

Mastery Avoidance ◽

Latent Profile

Based on measures of approach and avoidance mastery and performance goals delineated in the 2 × 2 achievement goal framework, this study utilized a person-centered approach to examine Singapore primary students’ ( N = 819) multiple goals pursuit in the general school context. Latent profile analysis identified six types of students with distinct patterns of achievement goal motivation: high goal-oriented (strong multiple goals), average goal-oriented (moderate multiple goals), low goal-oriented (weak multiple goals), performance and approach-oriented (high mastery- and performance-approach, high performance-avoidance, low mastery-avoidance), approach-oriented (high mastery- and performance-approach, low mastery- and performance-avoidance), and mastery-oriented (moderate mastery-approach and mastery-avoidance, low performance-approach and performance-avoidance). Significant profile differences were detected in various measures of deep and surface learning strategies, metacognitive strategies, and mathematics test performance. The high goal-oriented profile appeared to be the most adaptive in relation to these learning outcomes, followed by the performance and approach-oriented, the mastery-oriented, and the approach-oriented profiles.

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