Latent profile analysis of Turkish preschool children's learning behaviours: associations with demographic characteristics

Official URL: https://dx.doi.org/10.1080/03004430.2026.2710642

Children’s learning behaviours play a critical role in early academic development. The present study aimed to identify profiles of children’s learning behaviours and to examine the associations of parental age, education level, and child age with profile membership. Data on 840 children aged 32–84 months (M = 66.99, SD = 8.28) were reported by 78 teachers and were collected from preschools in Istanbul, Türkiye. Latent profile analysis (LPA) supported a two-profile solution: the Engaged profile (70.27%), characterized by high levels of all three learning behaviours, and the Disengaged profile (23.9%), characterized by low levels of these behaviours. Findings indicated that older children and those with educated parents were more likely to belong to the Engaged profile than to the Disengaged profile. The study highlights how classroom strategies that support motivation, persistence, and positive learning attitudes may benefit all children while also helping educators tailor support to differing patterns of learning behaviours.