Latent profiles of role identity among first-year STEM students and their associations with personal characteristics and social interactions

The transition to university represents an important period of adjustment for students entering STEM programs, as they encounter new academic demands and negotiate their roles as college students. Using a person-centered approach, this study examined heterogeneity in college student role identity among 518 first-year STEM students at a comprehensive research university in China. Latent profile analysis identified three distinct role identity profiles, namely Adaptive , Maladaptive , and Confusing , revealing meaningful differences in how students combine role affirmation and role-related strain during the first year. Furthermore, both demographic characteristics and social interactions were associated with profile membership. In particular, first-generation college students were more likely to belong to the Maladaptive profile. Meanwhile, higher levels of reported social interaction and perceived institutional support were associated with a lower likelihood of belonging to the Maladaptive profile. Overall, the findings reveal substantial variation in patterns of college student role identity and indicate that strong affirmation of the college student role can coexist with considerable role-related strain. Recognizing this heterogeneity may help institutions better understand the different ways in which first-year STEM students experience and negotiate their roles as college students.