Latent Profile Analysis: Understanding Chinese Secondary School Students' Reading Engagement Profiles

• In Event: Roundtable 3 (Chinese Language and Literacy Learning)

Abstract

The study was to identify interpretable profiles of 18338 Chinese secondary school students on the basis of three aspects of reading engagement, which were behavioral, affective and cognitive engagement. Latent profile analysis revealed six grouping of individuals representing different patterns. The consistent patterns were labeled as Fully Engaged style and Fully Disengaged style respectively (0.50 to 1.75 SD above/below the mean), while the mixed patterns, which were Large Reading/Moderate Quality Engaged style, Large Reading/Low Quality Engaged style, Small Reading/Moderate Quality Engaged style, and Small Reading/High Quality Engaged style. Finding of this study support the utility of exploring multidimensional reading engagement profiles in planning instruction to improve Chinese secondary school students’ reading. Implications for reading instruction and research are discussed.

Authors

• Jiiangze Lin, Beijing Normal University

• QIAN LI, Beijing Normal University

• Haoqi Sun