Psychological Resource Profiles and Learning Engagement Among Rural Left-Behind Adolescents in China: A Latent...

With increasing labor mobility between urban and rural regions, rural left-behind adolescents in China have become a group requiring attention in both educational and psychological domains. This study aimed to identify distinct psychological resource profiles among rural left-behind adolescents and examine their differences in learning engagement.

This study employed latent profile analysis (LPA) to identify distinct psychological resource profiles based on four key dimensions: mindfulness, grit, growth mindset, and perceived social support.

Four latent profiles were identified among the participants: "High Mindfulness-High Support", "Isolated High Mindfulness", "Moderate Resource Integration", and "Low Mindfulness-High Motivation". Significant differences in learning engagement were observed across these profiles. Specifically, adolescents in the "High Mindfulness-High Support" and "Low Mindfulness-High Motivation" groups showed higher levels of learning engagement, whereas those in the "Isolated High Mindfulness" group showed the lowest level of engagement. Age was significantly associated with profile membership, whereas gender showed no significant association.

These findings highlight the heterogeneity of psychological resource configurations among rural left-behind adolescents and suggest that different profiles are associated with distinct levels of learning engagement. The results may provide a descriptive basis for future longitudinal and intervention studies on learning engagement in this population.