Latent profiles of resilience in chemistry
Tracking chemistry performance during critical educational transitions
Bibliographic Data
| ID | 21589477 |
|---|---|
| Authors | Yangqian Wang (0000-0003-0940-8195, South China Normal University), Jinju Wen (0000-0001-9784-5840, Nanhai High School), Peng He (0000-0001-7312-984X, Washington State University), Qianming Chen (0000-0002-5371-4432, Guangzhou Panyu District Teacher Training School), Junming Chen (0000-0001-6406-0924, Guangzhou Tieyi Middle School), Chen Junming (South China Normal University), Yangyi Qian (0000-0002-4587-6298, South China Normal University, corresponding author) |
| Year | 2026 |
| Pages | 1-19 |
| Publication date | 2026-02-23 |
| Open Access | No |
| Type | ARTICLE |
| Venue | International Journal of Science Education, Part B (JOURNAL) |
| Journal identifiers | ISSN: 2154-8455 • E-ISSN: 2154-8463 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/09500693.2026.2630292 |
| OpenAlex | W7133648969 |
| Language | EN |
| References cited | 47 |
This study examined changes in senior high school students’ chemistry performance over a semester and how these changes varied based on their academic resilience in chemistry. Participants were 684 first-year senior high school students from 14 schools. Latent profile analysis revealed three distinct profiles: low (19.152%), moderate (64.766%), and high (16.082%) levels of academic resilience in chemistry. Subsequently, a two-way repeated measures analysis of variance was conducted to compare changes in chemistry achievement across the three profiles over the transition period. Results indicated that students in the low-resilience profile showed a declining trend in chemistry achievement, those in the high-resilience profile demonstrated improvement, and those in the moderate-resilience profile exhibited relatively stable achievement. These findings highlight resilience as a universal asset in chemistry learning, extending its relevance beyond at-risk groups. By identifying student profiles and their associated achievement trajectories during the transition period within China’s highly selective educational system, this study provides a person-centred framework that can inform differentiated early support in cognitively demanding science subjects and offers a valuable reference point for other selection-oriented systems internationally
Chemistry Education · Context effect · Psychological resilience · Science education · Grit, Self-Efficacy, and Motivation · Mental Health Research Topics · Resilience and Mental Health
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| Highly cited | No |
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