A Pattern Analysis of Chinese High School Students’ Chemistry Achievement Goals Based on Latent Profile Analysis

• Yurong Liu ^[1] ; Mutong Niu ^[1] ; Haoran Sun ^[1]
  1. [1] Henan Normal University

     Henan Normal University

     China

     
• Localización: Journal of chemical education, ISSN 0021-9584, Vol. 103, Nº 1, 2026
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • Chemistry achievement goals are a widely studied motivational variable in the field of education and a key noncognitive factor. They refer to an individual’s intrinsic reasons for completing specific tasks in chemistry learning and their understanding of the tasks. Under the guidance of multiple goal theory, this study utilized the Perceived Teacher Support Scale and the Chemistry Achievement Goal Scale, the trichotomous achievement goal framework. Using Latent Profile Analysis, the study explored the characteristic patterns of chemistry achievement goals among Chinese high school students, ultimately identifying the three chemistry achievement goal profiles as the optimal classification model: the Low Goal Group, the Moderate Group, and the Achievement-Oriented Group. The study employed the robust three-step method (R3STEP) and the BCH method to establish a regression mixture model. The results showed that perceived teacher support and students’ class positions had a significant impact on the involvement profiles of chemistry achievement goals. Students who perceived stronger teacher support were more likely to belong to the Achievement-Oriented and Moderate Goal Groups, while students with class positions were more likely to belong to the Achievement-Oriented Group, compared to those without class positions. Based on these findings, specific teaching strategies were proposed for different goal groups to develop students’ core competencies in the chemistry subject.