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Drawing on the Study of Deeper Learning, the analysis tests factor structure and uses latent profile analyses to identify five distinct student groups. Gender differences predict profile membership, and profiles differ on distal and proximal success indicators, supporting the role of perceived deeper learning opportunities for student thriving.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/understanding-the-nature-and-correlates-of-students-heterogeneous-perceptions-of-opportunities-for-deeper-learning/590376/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/understanding-the-nature-and-correlates-of-students-heterogeneous-perceptions-of-opportunities-for-deeper-learning/590376.png","ImageObject",300,407,{"name":92,"@type":93},"Pentious","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the study investigate about students’ perceptions?","Question",{"text":112,"@type":113},"It investigates the nature of students’ heterogeneous perceptions of opportunities for deeper learning, including theoretical model comparisons and distinct patterns of student perception variables.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were different student perception groups identified?",{"text":117,"@type":113},"The study examined factor structure and applied latent profile analyses to reveal five groups differentiated by distinct perception profiles.",{"name":119,"@type":110,"acceptedAnswer":120},"What relationships does the study find between perceptions and student success?",{"text":121,"@type":113},"Gender predicts profile membership, and perception profiles show significant differences on distal and proximal success indicators, underscoring the importance of perceived deeper learning opportunities.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},590376,1792230313,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},1374404730887,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","AERA Open  \nJanuary-December 2025, Vol. 11, No. 1, pp. 1–21 DOI: 10. 1177/23328584251338175  \nArticle reuse guidelines: [sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)© The Author(s) 2025. [https://journals.sagepub.com/home/ero](https://journals.sagepub.com/home/ero)  \nUnderstanding the Nature and Correlates of Students’ Heterogeneous Perceptions of Opportunities for Deeper Learning  \nKristy A. Robinson  \nMcGill University  \nOpportunities in school provide important building blocks for students to develop three essential competencies for academic success: confidence, value for academic tasks, and self-regulatory behaviors. However, students’varying perceptions of such opportunities have received little attention in extant research. Using data from the Study of Deeper Learning, this study focused on students’perceptions of opportunities that align with recommendations from robust psychological theory and research: real-world connections, personalized supports, and academic press. After examining the factor structure of student perceptions, latent profile analyses revealed five groups of students differentiated by distinct patterns (profiles) of perceptions.  \nGender predicted profile membership and profiles showed significant differences on both distal and proximal success indicators. Results underscore the importance of perceived deeper learning opportunities for students’ thriving, suggest directions for developing school supports, and contribute much-needed insights about the structure, common patterns, and correlates of heterogeneous perceptions of opportunities for deeper learning.  \nKeywords: High Schools, Motivation, Instructional Practices, Factor Analysis  \nStudents’ intrapersonal competencies, including motivational beliefs and self-regulatory behaviors, are receiving increasing attention due to their importance for academic success, wellbeing, and healthy societies (National Research Council, 2012; Partnership for 21st Century Skills, 2019; Paunesku & Farrington, 2020) . Motivational loss, including loss of confidence and loss of interest in academic pursuits, is a pervasive and persistent problem for high school students (e.g., Gripshover et al., 2022; Watt, 2004) . Students also often lack the skills and habits necessary to translate their motivation into academic success (OECD, 2016) . Research on interventions, teaching strategies, and school climate factors that support or undermine students’motivation and self-regulation (LinnenbrinkGarcia et al., 2016; Walton & Yeager, 2020) has had limited success in prompting scalable, replicable insights for widespread school reform (Nichols & Berliner, 2023; Schwartz et al., 2016) . This may be due to our incomplete understanding of the role of student perception in mediating contextual influences.  \nStudents’interpretations of their experiences are presumed to act as the vital explanatory link between classroom characteristics and students’ developing intrapersonal competencies (Eccles & Wigfield, 2020), but few studies have explored the nature and role of perception in mediating motivational support. Evidence suggests that students’ perceptions ofthe same  \nsituation can vary widely (Lam et al., 2015; Schenke et al., 2017) and this is rarely accounted for in conceptualizing, measuring, and analyzing classroom effects (Morin et al., 2014). Indeed, directly observed teaching practices often fail to predict student motivation (Patrick et al., 2019; Schwartz et al., 2016) . Certain instructional methods may motivate subgroups, while being demotivating to students already at risk of failure or marginalization (Murphy et al., 2007) . Importantly, psychologists and educators also do not yet know why students’ perceptions vary, partially due to unresolved questions about how to appropriately model student perception variables and their correlates.  \nAccordingly, in this study I used data from the Study of Deeper Learning ","cbCaisn9IW7kC254","https://ap.wps.com/l/cbCaisn9IW7kC254","pdf",1186420,21,"English","# Opportunities for Deeper Learning\n## Student Perceptions and Heterogeneity\n## Study Design and Analytic Approach\n# Theoretical Framework and Relevant Research\n## Deeper Learning and Social Cognitive Views of Psychological Support","[{\"question\":\"What does the study investigate about students’ perceptions?\",\"answer\":\"It investigates the nature of students’ heterogeneous perceptions of opportunities for deeper learning, including theoretical model comparisons and distinct patterns of student perception variables.\"},{\"question\":\"How were different student perception groups identified?\",\"answer\":\"The study examined factor structure and applied latent profile analyses to reveal five groups differentiated by distinct perception profiles.\"},{\"question\":\"What relationships does the study find between perceptions and student success?\",\"answer\":\"Gender predicts profile membership, and perception profiles show significant differences on distal and proximal success indicators, underscoring the importance of perceived deeper learning opportunities.\"}]","Understanding the Nature and Correlates of Students’ Heterogeneous Perceptions of Opportunities for Deeper Learning | PDF",1792069497,53]