Multidimensional profiles of learning orientations and school achievement: a person-oriented approach in middle-school students

A person-oriented approach was applied to the study of early adolescents’ learning orientations to identify different profiles and their association with school achievement. A total of 244 middle-school students (male: 128; female: 116; M- age ± SD = 12.51 ± .93) completed a self-report questionnaire to explore cognitive, metacognitive, and affective dimensions of learning orientations. School achievements were collected in a range of school subjects. Cluster analyses and one-way MANOVA were carried out to verify the existence of profiles. Chi-square tests were used to test the association between profiles of learning orientations and school achievement. The results showed two profiles differently associated with school achievement: students “Dragged by the current” (Profile 1) showed low school achievement across school subjects, meanwhile students “At the helm” (Profile 2) reached excellent school achievement. In promoting middle-school students’ achievement, it is important for teachers to consider students’ profiles of learning orientations .

• Publication year

  2021

• Venue

  European Journal of Psychology of Education

• Publication date

  2021-03-11

• Fields of study

  Education, Psychology

• Identifiers
  DOI 10.1007/S10212-021-00536-2
• External record

  Open on Semantic Scholar

• Source metadata

  Semantic Scholar

• No claims are published for this paper.

• No concepts are published for this paper.

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