Who thinks about dropping out and why? Cognitive and affective-motivational profiles of student teachers explain differences in their intention to quit their teaching degree

This mixed-methods study aims to uncover different combinations of cognitive and affective-motivational characteristics in N = 395 student teachers and trace them to intentions to quit their teaching degree. Latent profile analysis resulted in three profiles of (1) teachers with an engaged mindset (high scores on all indicators, except knowledge), (2) a balanced profile with average scores on all indicators, and (3) a low mindset profile (low self-efficacy, average scores on other indicators). Student teachers with an engaged mindset reported lower intentions to quit their teaching degree. The main push factors were course demands and low perceived relevance of contents.