Multilevel student-perceived teaching practices profiles: Associations with competence beliefs, task value, behavioral engagement, and academic achievement.

Olivier, Elizabeth;Galand, Benoît;Bélanger, Jessica;Morin, Alexandre
(2025) Learning and Individual Differences : journal of psychology and education — Vol. 118 (2025)

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Authors
  • Olivier, Elizabeth
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  • Galand, Benoîtorcid-logoUCLouvain
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  • Bélanger, Jessica
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  • Morin, Alexandre
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Abstract
The study assesses student perceptions of their teachers' practices and their associations with motivational and academic achievement. Multilevel latent profile analyses (3710 grade 9 students, 245 classrooms) identified five profiles at the student level: Average with focus on rules (20.50 %), Average with focus on need-support (30.45 %), Differential treatment (18.86 %), Need-support and differential treatment (11.70 %), and High-on-all (18.50 %). Students corresponding to the High-on-all profile reported the most positive outcomes. We identified three profiles at the classroom level: Mostly differential treatment (20.75 %), which was associated with the worst outcomes, Average and high-on-all (41.20 %), and Mostly need-supportive (38.06 %).
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Olivier, E., Galand, B., Bélanger, J., & Morin, A. (2025). Multilevel student-perceived teaching practices profiles: Associations with competence beliefs, task value, behavioral engagement, and academic achievement. Learning and Individual Differences : journal of psychology and education, 118. https://doi.org/10.1016/j.lindif.2025.102631 (Original work published 2025)