Beyond Engagement Alone: Heterogeneous Profiles of Academic Engagement and Mental Well-Being Among Chinese Adolescents.

Abstract

Academic engagement and mental well-being are central indicators of adolescent development, yet how these domains jointly characterize heterogeneous patterns of adolescent functioning remains insufficiently understood. This study aimed to identify distinct engagement-well-being configurations among adolescents and to examine factors associated with profile membership and differences in perceived academic achievement across profiles. A sample of 1848 Chinese adolescents in Grades 7, 8, and 10 (ages 12-18 years) completed measures of academic engagement, mental well-being, and demographic, socioeconomic, and psychosocial characteristics. Latent profile analysis identified five distinct configurations, followed by multinomial logistic regression and distal outcome analyses. The resulting profiles were labeled Moderate Distress with Moderate Functioning, Psychologically Stable but Disengaged, Flourishing and Engaged, Distressed but Engaged, and Highly Vulnerable and Disengaged. Notably, relatively high engagement could coexist with psychological vulnerability, suggesting that engagement alone does not indicate optimal functioning. Psychosocial resources were consistently associated with more favorable profiles, while demographic and socioeconomic factors showed more variable associations. Perceived academic achievement differed across profiles, highlighting the value of considering academic engagement and mental well-being jointly when examining adolescents' perceived academic achievement. These findings underscore the value of a person-centered perspective for understanding adolescent development.