Multidimensional profiles of learning orientations and school achievement: a person-oriented approach in middle-school students

Giulia Vettori ^[1] ; Claudio Vezzani ^[1] ; Lucia Bigozzi ^[1] ; Giuliana Pinto ^[1]
1. [1] University of Florence
  
  University of Florence
  
  Firenze, Italia
Localización: European Journal of Psychology of Education, ISSN-e 1878-5174, ISSN 0256-2928, Vol. 37, Nº 2, 2022, págs. 439-458
Idioma: inglés
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Resumen
- A person-oriented approach was applied to the study of early adolescents’ learning orientations to identify different profiles and their association with school achievement. A total of 244 middle-school students (male: 128; female: 116; M-age ± SD = 12.51 ± .93) completed a self-report questionnaire to explore cognitive, metacognitive, and affective dimensions of learning orientations. School achievements were collected in a range of school subjects. Cluster analyses and one-way MANOVA were carried out to verify the existence of profiles. Chi-square tests were used to test the association between profiles of learning orientations and school achievement. The results showed two profiles differently associated with school achievement: students “Dragged by the current” (Profile 1) showed low school achievement across school subjects, meanwhile students “At the helm” (Profile 2) reached excellent school achievement. In promoting middle-school students’ achievement, it is important for teachers to consider students’ profiles of learning orientations.