Types and Influencing Factors of University Students’ Learning Engagement: A Latent Profile Analysis

Authors

  • Jiaqi Wei School of Public Health, Shaanxi University of Chinese Medicine, Xianyang, Shaanxi
  • Jing Ji School of Public Health, Shaanxi University of Chinese Medicine, Xianyang, Shaanxi
  • Yue He School of Education, Lijiang Culture and Tourism College, Lijiang, Yunnan
  • Juan Ran School of Public Health, Shaanxi University of Chinese Medicine, Xianyang, Shaanxi
  • Qinjie Zhang School of Public Health, Shaanxi University of Chinese Medicine, Xianyang, Shaanxi
  • Guohui Du School of Public Health, Shaanxi University of Chinese Medicine, Xianyang, Shaanxi

DOI:

https://doi.org/10.53469/jerp.2025.07(11).03

Keywords:

Learning engagement, Future work self, Career exploration, Latent profile analysis, University students

Abstract

This study explores the heterogeneous learning engagement among college students, identifies its types and analyzes influencing factors. A total of 995 students from six universities in Shaanxi Province were surveyed using relevant scales. Latent profile analysis via Mplus8.3 revealed three engagement types: maintenance-oriented, target-oriented and exploration-oriented. Hierarchical regression analysis in SPSS26.0 showed future work self-clarity and career exploration significantly predict learning engagement, with the model explaining 33.1% of variance. The findings offer insights for universities to optimize talent cultivation strategies and highlight the synergy between academic and career development.

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Published

2025-11-28

How to Cite

Wei, J., Ji, J., He, Y., Ran, J., Zhang, Q., & Du, G. (2025). Types and Influencing Factors of University Students’ Learning Engagement: A Latent Profile Analysis. Journal of Educational Research and Policies, 7(11), 10–14. https://doi.org/10.53469/jerp.2025.07(11).03

Issue

Vol. 7 No. 11 (2025)

Section

Articles

License

Copyright (c) 2025 Jiaqi Wei, Jing Ji, Yue He, Juan Ran, Qinjie Zhang, Guohui Du

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.


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