Academic Resilience in Mathematics, Mathematics Identity, School Engagement and Academic Procrastination in Early Adolescence: A Latent Profile Analysis

Abstract

This study examined how academic resilience in mathematics combines with mathematics identity, school engagement, and academic procrastination, and explored the associations between these configurations and mathematics achievement. Participants were 897 students aged 10–14 years from three public middle schools in eastern Türkiye. Latent profile analysis of standardized scale totals retained five profiles: (1) higher resources, lower procrastination; (2) school engagement, lower mathematics resources; (3) mathematics resources, lower school engagement; (4) mixed pattern, high variability; and (5) lower resources, higher procrastination. Profile sizes ranged from 10.0% to 28.3%. Profile 4 was a heterogeneous, dispersion-driven component, and the profile structure depended on variance–covariance assumptions. The BCH procedure indicated overall differences in student-reported previous-semester mathematics grades, χ2(4) = 24.25, p < 0.001, with a model-based eta-squared analogue of 0.038. After Holm adjustment, Profile 1 had higher grades than Profiles 4 and 5. Grade-level-adjusted comparisons yielded the same pattern. The findings describe differing combinations of perceived mathematics resources and academic adjustment that may inform investigations of support needs. The cross-sectional design precludes causal conclusions, and the profiles require independent replication.