Latent transition analysis of approaches to learning among Chinese preschool children: teacher expectations and teacher–child relationship as predictors

This study identified profiles of pre-school children’s approaches to learning (AtL), examined transitions, and tested whether teacher expectations and teacher–child relationship quality predicted these transitions. A sample of 1092 pre-school children (48.26% girls) was assessed twice, six months apart. Latent profile analyses identified four structurally comparable profiles at both waves: At-risk, Imbalanced, Normative, and Adaptive. Latent transition analysis indicated continuity and mobility, with a net shift towards higher-functioning profiles. The At-risk profile showed the lowest retention and frequently transitioned upward, whereas the Normative and Adaptive profiles showed greater retention but also downward transitions, particularly from Adaptive to Normative or Imbalanced. The Imbalanced profile occupied an intermediate position between upward and downward pathways. Higher teacher expectations and positive teacher–child relationships were associated with greater odds of upward transitions among children in the At-risk or Imbalanced profiles and lower odds of selected downward transitions among those in higher-functioning profiles.