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Learner profiles in secondary education: Occurrence and relationship with performance and student characteristics

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  • Amélie Rogiers
  • Emmelien Merchie
  • Hilde Van Keer

Abstract

The authors explore the occurrence of different learner profiles in secondary education, as well as their relationship with test performance and student characteristics. Based on a cluster analysis of 1,931 secondary school students’ self-reported text-learning strategy use and study traces, the authors identified and validated four distinct learner profiles: integrated strategy users, information organizers, mental learners, and limited strategy users. Integrated strategy users engaged in different text-learning strategies and obtained the highest scores on the performance test. Limited strategy users generally used only a limited number of text-learning strategies and scored the lowest. In addition, a significant difference was established in gender and reading ability distribution across learner profiles, but home language distribution was not found to be significant.

Suggested Citation

  • Amélie Rogiers & Emmelien Merchie & Hilde Van Keer, 2019. "Learner profiles in secondary education: Occurrence and relationship with performance and student characteristics," The Journal of Educational Research, Taylor & Francis Journals, vol. 112(3), pages 385-396, May.
    • Handle: RePEc:taf:vjerxx:v:112:y:2019:i:3:p:385-396
    DOI: 10.1080/00220671.2018.1538093
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    Cited by:

    1. Diana Kwarikunda & Ulrich Schiefele & Charles Magoba Muwonge & Joseph Ssenyonga, 2022. "Profiles of learners based on their cognitive and metacognitive learning strategy use: occurrence and relations with gender, intrinsic motivation, and perceived autonomy support," Palgrave Communications, Palgrave Macmillan, vol. 9(1), pages 1-12, December.

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