Behavioral, Emotional, and Cognitive Engagement in Chinese Undergraduate Math Courses: A Latent Profile Analysis

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  In Virtual Poster Session: SIG-Test Validity Research and Evaluation Virtual Poster Session

Abstract

Students’ behavioral engagement (BE), emotional engagement (EE), and cognitive engagement (CE) are crucial for enhancing math achievement. However, it was unknown how BE, EE, and CE were combined to play the role in Chinese undergraduate math courses. Thus, we aimed to identify potential profiles of BE, EE, and CE among 146 students who had attended undergraduate math courses in China using latent profile analysis (LPA) and investigate how diverse profiles were associated with students’ math achievement using Kruskal-Wallis tests. The LPA results identified seven profiles, representing various combinations of BE, EE, and CE. Math achievement was significantly different among students with different profiles. This study can enhance the understanding of Chinese undergraduate students’ engagement profiles and their relationships with math achievement and offer insights into individualized interventions and supporting strategies.

Authors

• Yuqing Zou, University of Iowa
  Presenting Author

• Chunrui Zou, University of Pennsylvania
  Non-Presenting Author