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Understanding Student Flourishing Through Latent Profiles of Adolescents in Singapore

Wed, April 8, 1:45 to 3:15pm PDT (1:45 to 3:15pm PDT), Los Angeles Convention Center, Floor: Level Two, Room 303B

Abstract

In Singapore’s high-performing education system, student success is sometimes narrowly equated with academic achievement. However, the concept of flourishing in adolescence multifaceted and include academic, social, and psychological components (Collie & Martin, 2024).
Given the increasing complexity of adolescent development in a competitive schooling environment, there is a growing need to understand the multi-dimensional experiences of young people during secondary school.
DREAMS (DRivers, Enablers, and pathways of Adolescent developMent in Singapore) was initiated to address this critical knowledge gap. The research program collects multi-wave, multi-method data on students’ school and career aspirations, identity development, peer dynamics, wellbeing, and daily lived experiences, with special attention given to students from financially disadvantaged backgrounds and those with disabilities. By examining not only academic progress but also students' socio-emotional development, DREAMS seeks to inform policies and practices that support holistic youth development and equitable schooling environments.
In this presentation, the question of what distinct profiles of adolescent experience emerge when academic performance, wellbeing, school belonging, and student engagement are considered together is considered.
Method
Data from 7,121 Secondary 1 students, collected in 2023 across a nationally representative sample of schools in Singapore, were analyzed using Latent Profile Analysis (LPA). This person-centered statistical technique identifies subgroups of students who share similar patterns across key variables.
Results

The LPA, included include academic performance (at the end of Primary 6), school belonging, student engagement, and psychosocial wellbeing, revealed five latent profiles.

Profile 1: At Risk (8.9%)
Academically below average, low engagement, poor school belonging, and very low wellbeing. This group reports the highest psychological difficulties and lowest self-efficacy.
Profile 2: Holding Steady (38.3%)
The largest group. Academically below average but moderately engaged and connected. Generally average in wellbeing and SES indicators.
Profile 3: Stressed High Achievers (13.4%)
Strong academic performance but low belonging and wellbeing. High psychological distress and loneliness despite academic success.
Profile 4: Thriving but Struggling (16%)
Low academic performance but high engagement, belonging, and wellbeing. Socially competent and emotionally strong.
Profile 5: Flourishing (23.4%)
High across all indicators: academic performance, engagement, belonging, and wellbeing. Low psychological difficulties, high self-efficacy.

Significance
These profiles disrupt simplistic notions of success in school by revealing how flourishing does not always align with academic achievement. Particularly, Profiles 1 and 3 draw attention to students in need of urgent psychosocial support, despite being at opposite ends of the academic spectrum. Meanwhile, Profile 4 demonstrates the value of emotional and social assets in students who may otherwise be overlooked.
The findings emphasize the need for a broadened view of flourishing. A perspective that values connection, engagement, and wellbeing can better support Singapore’s goal of nurturing resilient, lifelong learners prepared for an uncertain future.
It also highlights the need for targeted interventions that address not only academic needs but also students’ mental health, relational experiences, and motivation.

Authors