Latent profile analysis identifies three learner profiles differing in cognitive factors, self-concept, and extraneous load, with significant performance differences¶
Claim · All claims
Evidence · 1 study · associationalr2·q3
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? The profiles combined cognitive skills with dispositional and load characteristics: pessimistic averagers had average skills but lower self-concept and higher extraneous load; optimistic strugglers had lower skills but higher self-concept. → Gerdesmann 2026
Evidence¶
Gerdesmann 2026¶
Gerdesmann, D., Schwichow, M., & Koerber, S. (2026). Factors that explain simulation-based inquiry performance in physics learning. Instructional Science. https://doi.org/10.1007/s11251-026-09806-2
q3 · i? · associational · r2
The three profiles were pessimistic averagers (n = 103), stable performers (n = 87) with superior performance and skills, and optimistic strugglers (n = 42) with lower performance and skills but higher self-concept.
"Profile 1 (red, n = 103), termed the pessimistic averagers, had average inquiry performance and cognitive skills but lower self-concept and higher extraneous load."
Discussion¶
Learner Variables¶
- Academic Self-Concept — predictor: learners who differ on it differ in outcomes
Related Claims¶
- CVS skill is the strongest predictor of performing valid (unconfounded) experiments in simulation-based inquiry — related
- Dispositional factors add little to predicting inquiry performance except physics self-concept, and extraneous load has a significant negative effect — related
- Latent learner profiles did not moderate the effectiveness of the adaptive ITS — related
- Latent profile analysis of pre-service teachers' CT skills identifies three profiles (Novice, Developing, Proficient), revealing heterogeneous, non-linear skill acquisition — related
- Prior categoric studies found teachers correctly classified only about half of students' monitoring orientations — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
three-inquiry-learner-profiles-lpa |
title |
Latent profile analysis identifies three learner profiles differing in cognitive factors, self-concept, and extraneous load, with significant performance differences |
description |
Latent profile analysis identifies three learner profiles differing in cognitive factors, self-concept, and extraneous load, with significant performance differences |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2026 |
generated |
by process:wiki-ingest on 2026-10-18 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — gerdesmann-2026 |
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