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ORIGINAL RESEARCH article
Front. Psychol.
Sec. Educational Psychology
Volume 16 - 2025 | doi: 10.3389/fpsyg.2025.1527438
A latent profile analysis for teacher education students' learning: An overview of competencies in self-regulated learning
Provisionally accepted
Janina Schel *
Barbara Drechsel - University of Bamberg, Bamberg, Germany
Especially for teacher education students, competencies in self-regulated learning are of great importance: for their own learning during their studies, as well as for the diagnosis and support of their future students. This study aims to investigate the competencies and developmental potentials (currently low-developed areas that hold the potential for improvement) of these students' self-regulated learning processes. Data from N = 240 teacher education students regarding the preaction, action, and postaction parameters of the selfregulated learning process were analyzed. Through latent profile analysis (LPA), five selfregulated learning profiles were extracted and labeled as follows: process-oriented competent, preaction-volitional competent, action-cognitive competent, repetitive-low reflective, and avoiding-unreflective. The profiles were validated by learning success and goal orientation.Higher-competency profiles demonstrated better learning success and more favorable goal orientations than lower-competency profiles. The person-centered approach of this study can help develop differentiated interventions based on learning profiles to promote self-regulated learning competencies in teacher education students, ensuring that interventions can be designed as efficiently as possible. Further potentials and limitations of the approach are discussed.
Keywords: self-regulated learning (SRL), Teacher Education, Latent profile analysis (LPA), Learning success, goal orientation
Received: 13 Nov 2024; Accepted: 07 Apr 2025.
Copyright: © 2025 Schel and Drechsel. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence:
Janina Schel, University of Bamberg, Bamberg, Germany
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