This study investigates the relationship between achievement goal profiles and science learning engagement among Taiwanese high school students. Using latent profile analysis, six distinct achievement goal profiles were identified: low all goals, low mastery avoidance, average high-mid goals, average mid goals, mastery high, and high all goals. The study employed two survey instruments: a five-dimension of the Science Learning Engagement Instrument (SLEI) and a four-dimension of the Goal Orientations in Learning Science Instrument (GOLSI). A sample of 535 high school students participated in the study. Results revealed significant differences in science learning engagement across the six profiles. Students with high all goals demonstrated the highest levels of engagement across all dimensions, particularly in behavioral and social engagement. The mastery high profile showed similar levels of engagement in most areas but lower behavioral and social engagement compared to the high all goals profile. Notably, agentic engagement was consistently low across all profiles, suggesting a cultural or institutional tendency for Taiwanese students to be less proactive in science classrooms. The study also found that students with average high-mid goals showed higher engagement than those with average mid goals in behavioral, cognitive, emotional, and social dimensions. Students in the low all goals profile exhibited significantly lower engagement across all dimensions, with emotional engagement being particularly low.

Authors:
Tzung-Jin Lin, National Taiwan Normal University, Taiwan

About the Presenter(s)
Professor Tzung-Jin Lin is a University Associate Professor/Senior Lecturer at National Taiwan Normal University in Taiwan

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