Uncovering Motivational Profiles Among Academically Resilient Students: A Population-Level Latent Profile Analysis

Academically resilient students achieve high performance despite socioeconomic disadvantages. Although this population has received increasing attention, little is known about its motivational heterogeneity, a critical gap given the central role of motivation in persistence and success. Guided by Self-Determination Theory (SDT), this study examined motivational profiles among a population of academically resilient 10th-grade students in Italy (N = 15,751). Using a person-centered approach, Latent Profile Analysis (LPA) identified three profiles: a “multifaceted regulation resilient” profile (72%), marked by low amotivation and high levels across regulations; a “moderately amotivated resilient” profile (21%), with higher amotivation and lower levels of regulation; and a “strongly amotivated resilient” profile (7%), characterized by the highest amotivation and the lowest levels of regulation. Auxiliary analyses indicated that the amotivated profiles, particularly the “strongly amotivated resilient” profile, exhibited higher school dropout intentions than the “multifaceted regulation resilient” profile. Overall, although the majority of academically resilient students displayed multiple coexisting forms of regulation, a non-negligible subgroup showed significant motivational vulnerability, with amotivation emerging as a central risk factor. These findings challenge the assumption that academic resilience is sufficient to protect students from motivational disengagement and dropout risk. High academic achievement, in other words, should not be taken to imply the absence of motivational concerns. This highlights the importance of moving beyond a one-size-fits-all approach, recognizing that even within resilient populations, specific subgroups remain motivationally vulnerable and in need of tailored support.