Students' relationship quality in class: Exploring latent profiles, latent transitions and links to student motivation.

Abstract

Background: Early secondary school students' perceptions of their social relationships in class are closely linked to their levels of motivation. However, person-centred research examining patterns of social relationships with both peers and teachers remains limited.

Aims: This study explored the existence, stability and transitions of latent profiles of students' social relationships over time, as well as their interconnectedness with students' motivation, gender, immigration background and educational track.

Sample(s): The sample included 1343 5th grade students (first year after transitioning to secondary school), assessed at three time measurement points.

Methods: Latent profile analysis (LPA) was used to identify patterns of students' perceived social relationship quality. We also used latent transition analysis (LTA) to explore the stability and transitions between profiles over time, taking into account students' motivation, gender, immigration background and educational track.

Results: Four profiles of social relationship quality were identified at each time point: low (P1), moderate (P2), high (P3) and solid (P4). Profiles with lower-quality relationships were the least stable across time. Intrinsic motivation was a key predictor of profile transitions, with higher motivation increasing the likelihood of moving to profiles with better-quality relationships. Gender, immigration background and educational track influenced initial profile assignment significantly.

Conclusions: The findings highlight the dynamic nature of perceived social relationships in early secondary school. Interventions that enhance intrinsic motivation might be useful in promoting students' social development.