Integrating Latent Profile and Network Analysis to Examine Learning Strategies Among First-Year Middle School Students

• In Event: Modeling and Supporting Self-Regulated and Metacognitive Learning

Abstract

This study aims to understand middle school students’ learning strategies by integrating self-determination theory and growth mindset theory. Through a combined Latent Profile Analysis (LPA) and network analysis, this study highlights the structural relationships between cognitive strategies (rehearsal, elaboration, organization, and metacognition) and behavioral regulation strategies (task regulation, effort regulation, time regulation, environmental regulation, help-seeking). LPA showed the relationship between academic motivation and learning profiles, and network analysis showed the structural organization of learning strategies within each profile. Findings underscore the multidimensional nature of academic motivation and self-regulated learning, suggesting that interventions should move beyond solely enhancing academic content to also fostering students’ motivational beliefs and the use of integrative strategies.

Authors

• Yewon Kim, Ewha Womans University

• Junseo Kim, Korea University

• John Jongho Park, Pennsylvania State University

• Mihee Park, Auburn University