The joint predictive roles of achievement task values and academic achievement on trajectories of school satisfaction among elementary school students: A latent transition analysis

Latent profile analysis (LPA) and latent class growth analysis revealed six profiles of ATV and AA (i.e., congruent subgroups: congruent-low, congruent-high, congruent-moderate and incongruent subgroups: high ATV-low AA, lower UV-moderate AA, low ATV-moderate AA); and four heterogeneous trajectories of school satisfaction (i.e., high-decreasing, low-stable, high-stable, low-increasing). Latent transition analysis (LTA) indicated that students with congruent levels of AA and ATV were more likely to transition into the optimal school satisfaction groups (high-stable and low-increasing groups), whereas students with greater gaps between AA and ATV were more likely to transition into the adverse groups (i.e., low-stable and high-decreasing groups). These findings highlight the need for educators to tailor interventions to distinct groups to optimize students' school satisfaction.