Instructional quality, student motivation, and mathematics achievement in the context of PISA 2022: An analysis based on student profiles

This study utilized data from the 2022 Programme for International Student Assessment (PISA) mathematics dataset for Türkiye and employed Latent Profile Analysis (LPA) to identify students' motivational-affective profiles as well as their profiles based on perceptions of the instructional quality in mathematics, and examined the differences in mathematics achievement across these profiles. At the same time, the study examined the role of students' perceptions of instructional quality in mathematics on their motivational-affective profiles, and conversely, the role of students' motivational-affective characteristics on the profiles based on their perceptions of instructional quality in mathematics. Therefore, the study consists of two parts. In the first part, mathematics self-efficacy, mathematics anxiety, and effort and persistence in mathematics were used as indicators of students' motivational-affective profiles toward mathematics. As a result, it was observed that students could be characterized by four distinct profiles: "Moderate", "Uninterested", "Anxious", and "Self-confident and Perseverant". The ranking of the profiles in terms of mathematics achievement levels starts with the "Self-confident and Perseverant" profile, which has the highest achievement, followed by the "Moderate," "Anxious," and "Uninterested" profiles, respectively. Furthermore, it was observed that students who perceived instructional quality in mathematics positively were associated with more adaptive motivational-affective student profiles compared to their peers who perceived it negatively. In the second part of the study, student profiles were identified based on their perceptions of instructional quality in mathematics, using the variables of disciplinary climate, mathematics teacher support, and cognitive activation as indicators. As a result, it was found that students' perceptions could be described by three distinct profiles: "Low Level", "Cognitively Stimulating", and "Moderate". No significant difference was found among the profiles in terms of mathematics achievement levels. Furthermore, the results indicated that students with positive motivational-affective characteristics were associated with student profiles characterized by a more positive perception of instructional quality in mathematics.