A Person-Centered Investigation of Student Intrapersonal Development: Profiles of Academic Engagement, Motivation, and Self-Regulation

• In Event: Excellence in Education Research: Early Career Scholars and Their Work

Abstract

Educators, administrators, and policymakers agree that students’ academic success are integrally related to students’ intrapersonal competencies (i.e., persistence, motivation to learn, self-efficacy, locus of control, self-management, academic engagement). Although research has shown how these competencies might be associated with academic outcomes using variable-centered approaches, less is known about how various competencies may interact within a student and form distinct patterns or profiles using a person-centered approach. Based on data from the Study of Deeper Learning, the current study advances an integrative understanding of high school student profiles of intrapersonal competencies, their contextual determinants, and associations between profile membership and educational outcomes. Preliminary results suggested a four-profile solution; profile membership was not only predicted by factors such as Deeper Learning school attendance but also associated with various academic outcomes. Implications for enhancing students’ intrapersonal development and educational attainment will be discussed.

Author

• Carlton J. Fong, Texas State University