Student Profiles of Own Perceptions Regarding Teaching Practices and Learning Opportunities

This study aims to define students' profiles of their perceptions in terms of teaching practices and learning opportunities and to assess the generalizability of these profiles across gender groups by using single-group and multi-group latent profile analyses. This study used Turkish national data from the PISA 2022 study (N= 7155 students from 196 schools). For female and male students, three student profiles that differed in terms of their perceptions of cognitive activation in mathematics (COGACRCO, COGACMCO) have emerged. For both groups, while Profile-1 is a profile with the lowest mean scores in all indicators, Profile-3 has the highest mean scores in all indicators. Students who are members of Profile-2, the most common profile observed in both subgroups, have scores around the average for all indicators. Results revealed that data supported partial structural similarity. Profile-1 and Profile-2 were similar in terms of all indicators. However, members of Profile-3 were found to be different between subgroups in terms of their perceptions of the learning opportunities they have for developing mathematical reasoning and mathematical thinking skills. Evidence for both predictive and explanatory similarity was obtained, which indicated that the relationships between profile memberships and both predictors and outcomes are similar across gender groups.