The impact of feedback literacy on reflective learning types in Chinese high school students: based on latent profile analysis

students in different latent types of reflective learning groups exhibit distinct characteristics in habitual behavior, understanding, reflection, and critical reflection. As age and grade level increase, the number of students in the HRLG decreases; Males tend to HRLG, MRLG and LHHULG, while females tend toward LRLG. The elicitation, enactment, commitment, and readiness within feedback literacy can significantly influence the latent type grouping of reflective learning, and compared to the LRLG, the MRLG, LHHULG, and HRLG exhibit better performance in English and mathematics. The conclusions of this study not only help educators understand the characteristics of subgroups within latent types of reflective learning but also guide teachers in utilizing the identified relationship between feedback literacy and latent types of reflective learning to implement differentiated instruction or personalized guidance.