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<p>Although student engagement is critical for academic success and well-being, little is known about its heterogeneity and developmental trajectories among vocational high school students, as well as the potential role of growth mindset in these processes. To address these gaps, this study adopts a person-centered longitudinal approach to examine these issues. A total of 1,079 vocational high school students were surveyed three times, with a six-month interval between each survey (<i>M</i><sub><i>T1age</i></sub> = 15.91, <i>SD</i><sub><i>T1age</i></sub> = 0.71; 47.36% girls). Latent profile analyses at each wave identified three engagement profiles: low, moderate, and high. Building on the profiles identified, latent transition analysis revealed diverse developmental patterns, with 57.18% of participants experiencing at least one profile transition across the study period, indicating within-person change in student engagement. The moderate engagement class showed the greatest stability (35.68%), followed by the high engagement (4.54%) and low engagement (2.60%) classes. Moreover, growth mindset was a significant predictor of both engagement profile membership at each wave and transitions between profiles over time. Specifically, students with a stronger growth mindset were more likely to belong to higher engagement profiles at all three time points, and growth mindset measured at time <i>n</i> (<i>T</i><sub>n</sub>) predicted a greater likelihood of transitioning toward the high engagement profile rather than moving downward from <i>T</i><sub>n</sub> to <i>T</i><sub><i>n</i>+1</sub>. These findings indicate that student engagement follows distinct developmental trajectories during vocational high school. Developing targeted interventions based on growth mindset may help promote student engagement or reduce the risk of disengagement over time.</p>

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Longitudinal Dynamics of Student Engagement in Vocational High School: Growth Mindset as a Predictor of Latent Transitions

  • 期刊论文

  • 发表日期：

    2026年5月12日

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  • Yabo Ge,
  • Xiaolong Ren,
  • Fangyan Chen,
  • Shiqing Wenren,
  • Binghai Sun,
  • Weijian Li

摘要

Although student engagement is critical for academic success and well-being, little is known about its heterogeneity and developmental trajectories among vocational high school students, as well as the potential role of growth mindset in these processes. To address these gaps, this study adopts a person-centered longitudinal approach to examine these issues. A total of 1,079 vocational high school students were surveyed three times, with a six-month interval between each survey (MT1age = 15.91, SDT1age = 0.71; 47.36% girls). Latent profile analyses at each wave identified three engagement profiles: low, moderate, and high. Building on the profiles identified, latent transition analysis revealed diverse developmental patterns, with 57.18% of participants experiencing at least one profile transition across the study period, indicating within-person change in student engagement. The moderate engagement class showed the greatest stability (35.68%), followed by the high engagement (4.54%) and low engagement (2.60%) classes. Moreover, growth mindset was a significant predictor of both engagement profile membership at each wave and transitions between profiles over time. Specifically, students with a stronger growth mindset were more likely to belong to higher engagement profiles at all three time points, and growth mindset measured at time n (Tn) predicted a greater likelihood of transitioning toward the high engagement profile rather than moving downward from Tn to Tn+1. These findings indicate that student engagement follows distinct developmental trajectories during vocational high school. Developing targeted interventions based on growth mindset may help promote student engagement or reduce the risk of disengagement over time.