Latent profile analysis of Turkish preschool children’s learning behaviours: associations with demographic characteristics
Early Child Development and Care, 2026 (SSCI, Scopus)
- Yayın Türü: Makale / Tam Makale
- Basım Tarihi: 2026
- Doi Numarası: 10.1080/03004430.2026.2710642
- Dergi Adı: Early Child Development and Care
- Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus, IBZ Online, Child Development & Adolescent Studies, EBSCO Education Source, Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center), MLA - Modern Language Association Database, Psycinfo, MLA International Bibliography, Academic Search Ultimate (EBSCO), Education Source Ultimate (EBSCO)
- Anahtar Kelimeler: engagement, latent profile analysis, Learning behaviours, parental education, preschool children
- İstanbul Medipol Üniversitesi Adresli: Evet
Özet
Children’s learning behaviours play a critical role in early academic development. The present study aimed to identify profiles of children’s learning behaviours and to examine the associations of parental age, education level, and child age with profile membership. Data on 840 children aged 32–84 months (M = 66.99, SD = 8.28) were reported by 78 teachers and were collected from preschools in Istanbul, Türkiye. Latent profile analysis (LPA) supported a two-profile solution: the Engaged profile (70.27%), characterized by high levels of all three learning behaviours, and the Disengaged profile (23.9%), characterized by low levels of these behaviours. Findings indicated that older children and those with educated parents were more likely to belong to the Engaged profile than to the Disengaged profile. The study highlights how classroom strategies that support motivation, persistence, and positive learning attitudes may benefit all children while also helping educators tailor support to differing patterns of learning behaviours.