Latent Profile Transition Analysis Research Articles

Dynamics of change of academics’ teaching approaches: A latent profile transition analysis

Current studies highlighted a positive relationship between academics' learning-focused approaches to teaching and students' active and deep learning. Thus, scholars have an ongoing debate about the dynamics of change from academics’ content-focused to learning-focused approaches to teaching. Previous studies investigating this subject used variable-centered analyses (on cross-sectional or pre-post data) or person-centered analyses only on cross-sectional data. Such research approaches presented limited information about the dynamics of change in teaching approaches of naturally occurring subgroups of academics with multiple teaching approach characteristics. This study analyzed the issue using longitudinal data collected on three moments (N = 111 Romanian academics) and a person-centered approach (i.e., latent profile transition analysis). We identified three dissonant approaches to teaching and one learning-focused. Our results suggested that the process of change in approaches to teaching seems to be slow and, sometimes, discontinuous. The transition from the most dissonant approach to the learning-focused approach could occur directly or by intermediary steps described as less dissonant. These dynamics of change are similar across various subsamples defined by the academics’ teaching context, specialization, gender, teaching experience, and pedagogical training programs followed. We advanced several implications for designing pedagogical programs for academics and future research.

Longitudinal stability of reward and relief drinking phenotypes in community and treatment-seeking individuals who engage in heavy drinking.

Precision medicine approaches aim to improve treatment outcomes by identifying which treatments work best for specific individual phenotypes. In the treatment of alcohol use disorder (AUD), precision medicine approaches have been proposed based on phenotypes characterized by individuals who drink primarily to enhance rewarding experiences (i.e., reward drinking) or those who drink primarily to relieve negative states (i.e., relief drinking). This study examined these phenotypes across treatment- and nontreatment-seeking individuals and the stability of the phenotypes over time. We used latent profile and latent transition analyses to identify and assess longitudinal stability (over 3 or 4 months) of reward and relief drinking subgroups within a nontreatment-seeking community sample that engaged in hazardous drinking (n = 189) and two treatment-seeking samples of individuals with AUD enrolled in two large clinical trials (n = 1726, n = 1383). We examined prospective associations with alcohol consumption and consequences at long-term follow-up (15 or 18 months). Results supported four subgroups: low reward/low relief, low reward/high relief, high reward/low relief, and high reward/high relief. The community sample contained more individuals classified within the high reward/low relief subgroup than treatment-seeking samples. Subgroups were generally more stable over time in the community sample than in the treatment-seeking samples. Alcohol consumption and consequences decreased over time for the treatment-seeking samples, with consequences and drinking frequency decreasing for the community sample. Participants classified within the high reward/high relief and low reward/high relief groups reported the most consequences and consumption at long-term follow-up. Reward and relief drinking phenotypes can be identified within community and treatment-seeking samples of individuals who drink heavily. The phenotypic subgroups appear to be stable over time in the absence of treatment, change somewhat during treatment, and provide utility in predicting alcohol consumption and consequences.

Motivational profiles in mathematics – stability and links with educational and emotional outcomes

Grounding on the situated expectancy-value theory, this study investigated stability and change in adolescent students' (N = 508) motivational profiles in mathematics (self-concept, values, costs) during the last year of comprehensive education, and how these changes relate to relevant educational outcomes (mathematics performance and aspirations) and students’ emotional distress (study-related exhaustion and depressive symptoms). Latent profile and latent transition analyses revealed four motivational profiles among students: Positively ambitious (high competence and value beliefs, low costs, T1: 34 %/T2: 32 %), Struggling ambitious (high competence and value beliefs, high costs, T1: 25 %/T2: 25 %), Indifferent (low competence and value beliefs, low costs, T1: 22 %/T2: 21 %), and Maladaptive (low competence and value beliefs, high costs, 19 %/22 %). Although some fluctuations were detected in profile memberships within the school year, most of the students (80 %) displayed stable mathematics motivation across ninth grade. Students who remained Positively ambitious also performed well, aspired for an education that required high mathematical skills, and experienced the least emotional distress, whereas students in the most negative motivational profile (Maladaptive) showed the opposite patterns. However, students who experienced high math-related costs, despite having positive value beliefs, performance, and aspirations (i.e., Struggling ambitious), also experienced one of the highest levels of study-related exhaustion and depressive symptoms. Elevated levels of exhaustion and depressive symptoms were systematically associated with negative motivational transitions in general (i.e., moving from Positively ambitious to Struggling ambitious, or from Indifferent to Maladaptive), highlighting the importance of reducing perceived study-related costs in schools and supporting students' well-being.

MECHANISMS OF CHANGE IN COGNITIVE FUNCTION DOMAINS IN OLDER ADULTS

Abstract It is crucial to gain a better understanding of these relationships in order to have a more comprehensive understanding of cognitive abilities over time and how interventions can target multiple domains to improve overall cognitive function. This study aimed to investigate the mechanism of changes in cognitive function domains in phenotypic networks. This study used data from the Aging, Demographics, and Memory Study (ADAMS) in Wave A and Wave B. We assessed 12 cognitive function domains. Latent profile transition analysis (LPTA) and cross-lagged panel network model were employed to the dynamic interactions of the 12 cognitive function domains over time in both the deterioration and improvement groups. A total of 252 participants were included in the final analysis. LPTA identified five subgroups and categorized all samples into three main categories: improvement group (n=61), deterioration group (n=54), and no change group (n=137). “D9: psychomotor processing” showed the largest value of out-strength in the deterioration group (r=0.941) and improvement group (r=0.969). The strongest direct positive effect in the deterioration group was “C9: psychomotor processing” -> “C8: attention” (β=0.39). In the improvement group, the strongest direct positive effect was “C9=psychomotor processing” -> “C7=visual memory” (β=0.69). Psychomotor processing can affect other cognitive domains, and it plays a crucial role in changes of cognitive function. The paths of psychomotor processing to attention and visual memory were found to be major factors in cognitive deterioration and improvement. Targeting psychomotor processing may lead to the development of more effective and precise interventions.

Latent Profile Transition Analysis with Random Intercepts (RI-LPTA)

The primary objective of this investigation is the formulation of random intercept latent profile transition analysis (RI-LPTA). Our simulation investigation suggests that the election between LPTA and RI-LPTA for examination has negligible impact on the estimation of transition probability parameters when the population parameters are generated based on the LPTA model. However, an estimation bias in the transition probabilities is observed in all simulated conditions when LPTA is used for analysis and the generated population parameters follow the RI-LPTA model. Researchers constructing empirical longitudinal models are advised to prioritize the use of RI-LPTA in model construction, regardless of whether LPTA exhibits random intercept effect. This measure helps to reduce the possible bias in the estimation parameters which may occur if the random intercept effect of LPTA is not taken into account during model specification.

Profiles of epistemological beliefs, knowledge about explanation norms, and explanation skills: changes after an intervention.

In this study, we exploratively investigate the relation between students' epistemological beliefs and their declarative knowledge about scientific explanations and their practical skills to explain psychological phenomena drawing on scientific theories before and after a training intervention using a person-centered approach. We theoretically derive profiles of epistemological beliefs that should be beneficial for constructing scientific explanations. We those having higher explanation skills show a profile of epistemological beliefs that is beneficial for explanations skills. Using a latent profile transition analysis and a sample with N = 108 students, we explore which profiles of epistemological beliefs, declarative knowledge about explanations, and explanation skills empirically emerge before and after an intervention that aimed and fostering students' skills to construct scientific explanations. Before the intervention, two profiles emerged that differed in epistemological beliefs and explanation skills, but both did not in declarative knowledge about explanation. The intervention, in general, yielded a gain in declarative knowledge about explanations and explanation skills. After the intervention, again, two profiles emerged. However, these profiles did not differ in their epistemological beliefs but only in declarative knowledge about explanations and explanation skills. Thus, the intervention seems to level out the effects of epistemological beliefs. Additionally, the pattern of change in epistemological beliefs is consistent with theoretical expectations about which epistemological beliefs are beneficial for explanations. We discuss the results and their implications, as well as their limitations. Finally, we provide an outlook of using the person-oriented approach and this study's type of intervention in the research on changing epistemological beliefs.

Mechanisms of Change in Cognitive Function Domains Among Older Adults in Cognitive Deterioration and Improvement Groups: Evidence From Phenotypic Network Structure

ObjectiveTo investigate how cognitive function domains change in phenotypic networks in cognitive deterioration and improvement groups. DesignSecondary data analysis. Setting and ParticipantsRespondents in the Aging, Demographics, and Memory Study (ADAMS) who were 70 years or older at the time of the data collection in 2000 or 2002. MethodsThis study used data from the ADAMS in Wave A and Wave B. We assessed 12 cognitive function domains. Latent profile transition analysis (LPTA) and the cross-lagged panel network model were used to the dynamic interactions of the 12 cognitive function domains over time in both the deterioration and improvement groups. ResultsA total of 252 participants were included in the final analysis. LPTA identified 5 subgroups and categorized all samples into 3 main categories: improvement group (n = 61), deterioration group (n = 54), and no change group (n = 137). “D9: psychomotor processing” showed the largest value of out-strength in the deterioration group (r = 0.941) and improvement group (r = 0.969). The strongest direct positive effect in the deterioration group was “C9: psychomotor processing” -> “C8: attention” [β = 0.39 (0.00, 1.13)]. In the improvement group, the strongest direct positive effect was “C9 = psychomotor processing” -> “C7 = visual memory” [β = 0.69 (0.07, 1.30)]. Conclusion and ImplicationsPsychomotor processing affected other cognitive domains, and it played a crucial role in changes of cognitive function. The paths of psychomotor processing to attention and visual memory were found to be major factors in cognitive deterioration and improvement. Targeting psychomotor processing may lead to the development of more effective and precise interventions.

Psychological adaptation processes (PAP) in extreme environments: Inter and intra-individual differences in PAP dynamics and optimism

Psychological adaptation to isolated, confined and extreme (ICE) environments is a complex and multidimensional theoretical construct that requires an appropriate method to capture inter-individual and intra-individual differences dynamics across time. As such, we adopted a person-centred approach to address several objectives to identify: (a) winterers' profiles and trajectories of the four dimensions in adaptation (social, emotional, physical, and occupational), (b) temporal dynamics of these profiles, (c) consistency of these profiles over the wintering period, and (d) to examine whether adaptation profiles are associated with a theoretical covariate of interest (optimism). To address these objectives, 133 winterers from sub-Antarctic and Antarctic stations participated in this study. Latent class growth analysis and latent profile transition analysis highlighted distinct adaptation profiles and trajectories. Winterers’ from distinct adaptation trajectories reported significant different scores of dispositional optimism. These results bring elements of answers to better understand psychological adaptation to extreme environment.

Need satisfaction profiles during the transition to secondary school and its implications in later education

This longitudinal study examined student profiles of psychological needs satisfaction before and after their transition to secondary school and their role in predicting academic motivation, adjustment, achievement, and intentions to continue in secondary school. In a sample of 639 adolescents, profiles of psychological needs satisfaction (relatedness, competence, autonomy) were identified in Grade 6 and in Secondary 1. Results of latent profile and latent transition analyses revealed four distinct profiles, which were identical in characteristics and prevalence across the school transition: Globally High, Reduced Competence, Reduced Autonomy, and Low Satisfaction. The Low Satisfaction profile consistently predicted poorer outcomes while the most positive ones were linked to the Globally High profile, and sometimes to the Reduced Autonomy profile. Results suggest that decreases in psychological needs satisfaction across the transition to secondary school are less prevalent than previous research suggested, and that students show resilience to reduced satisfaction in some needs. Educational relevance statementThis study identified distinct subgroups of Grade 6 students defined by their competence, autonomy, and relatedness needs satisfaction within school. Most students stayed in the same subgroup after they transitioned to secondary school. Reduced competence or autonomy satisfaction did not predict lower academic success. As such, interventions may be more effective if enacted starting early on and targeting social connections concurrently with either of the other two needs.

Identifying different ‘types’ of participants in the Chilean student movement: A latent transition analysis of collective action intentions, social class and movement identification

AbstractAround the world, we witness not only growing levels of economic inequality but also the rise of protests whereby people from different social classes are demanding a more equal society. Our research uses a person‐centered approach to examine subgroups of participants in a social movement against inequality on the basis of their social class, intention to participate in conventional and/or radical collective actions, and social identification with the movement. We used longitudinal data from the Chilean student movement (two time points; total N = 1226) to conduct latent profile and latent transition analysis. We identified four profiles of participants: (1) inactive supporters (mostly from the upper class), (2) low radicals (mostly from the middle class), (3) moderate radicals (mostly from the middle class), and (4) high radicals (mostly from the middle class). The four profiles were generally stable over the one‐year period. We further found that group efficacy and a “nothing to lose” mindset predicted the profile membership of participants. Group efficacy also predicted transitions of participants between different profiles. Our findings highlight the key role that the middle class plays in diverse forms of collective action.

Undergraduate students' motivational profiles before and during the COVID-19 pandemic: The role of educational climate and trait self-control.

Universities faced important and sudden changes following the lockdown measures imposed during the COVID-19 pandemic. Traditional educational practices were disrupted as campuses were closed while distance learning was hastily adopted. This study documents the evolution of university students' autonomous and controlled motivation for their studies following campus closures by relying on a person-centred perspective. More specifically, it examines motivation profiles and their temporal stability across two time points taken before and during the pandemic, while also considering the role of educational climate, trait self-control and control variables (sex and age) as predictors of profile membership. A total of 1940 university students participated in this study by responding to online questionnaires at two time points, before (Time 1) and after (Time 2) the pandemic. We relied on latent profile and latent transition analyses to estimate motivation profiles, their temporal stability and their predictors. A four-profile solution (Self-Determined, Moderately Motivated, Extrinsically Motivated, Amotivated) was selected and replicated at both time points. We observed a low degree of variability in profile membership over time, especially for the Amotivated profile. A need-supportive educational climate and trait self-control consistently predicted a greater likelihood of membership into more adaptative profiles (Self-Determined, Moderately Motivated). The COVID-19 pandemic did not drastically change the motivational profiles of university students. Nevertheless, educational climate and self-control appeared to 'protect' students against the endorsement of more problematic motivation profiles both before and during the pandemic, making them important targets for intervention.

Writing motivation and ability profiles and transition during a technology-based writing intervention.

Students exhibit heterogeneity in writing motivation and ability. Profiles based on measures of motivation and ability might help to describe this heterogeneity and better understand the effects of interventions aimed at improving students' writing outcomes. We aimed to identify writing motivation and ability profiles in U.S. middle-school students participating in an automated writing evaluation (AWE) intervention using MI Write, and to identify transition paths between profiles as a result of the intervention. We identified profiles and transition paths of 2,487 students using latent profile and latent transition analysis. Four motivation and ability profiles emerged from a latent transition analysis with self-reported writing self-efficacy, attitudes toward writing, and a measure of writing writing: Low, Low/Mid, Mid/High, and High. Most students started the school year in the Low/Mid (38%) and Mid/High (30%) profiles. Only 11% of students started the school year in the High profile. Between 50 and 70% of students maintained the same profile in the Spring. Approximately 30% of students were likely to move one profile higher in the Spring. Fewer than 1% of students exhibited steeper transitions (e.g., from High to Low profile). Random assignment to treatment did not significantly influence transition paths. Likewise, gender, being a member of a priority population, or receiving special education services did not significantly influence transition paths. Results provide a promising profiling strategy focused on students' attitudes, motivations, and ability and show students' likeliness to belong to each profile based on their demographic characteristics. Finally, despite previous research indicating positive effects of AWE on writing motivation, results indicate that simply providing access to AWE in schools serving priority populations is insufficient to produce meaningful changes in students' writing motivation profiles or writing outcomes. Therefore, interventions targeting writing motivation, in conjunction with AWE, could improve results.

Mental health profiles among 13-16-year-Old Norwegian talent and mainstream students - A prospective person-centered analytical approach

ObjectivesTo contribute further knowledge about symptoms of anxiety, depression, body concerns, and self-worth among young talent development (TD) and mainstream students by exploring the indicators within-person combinations prospectively, aiming to identify distinct profiles. MethodsWe included 946 students, n = 168 (45% girls) from three TD sports schools and one ballet class, n = 778 (52% girls) from ten mainstream schools. All were 13–14 years at T1 and 15–16 years at T2. Descriptive statistics were examined via variable-centered approaches: ANOVA and cross-tabulations. Mental health profiles were explored via person-centered approaches: latent profile and latent transition analysis, including profile stability over two years and school type, gender, and perfectionism association with profiles. ResultsTD girls’ and boys’ anxiety and depression scores did not differ, but girls reported more weight-shape concerns. Mainstream schoolgirls fared worse compared to all others. Four retained profiles (distressed-body concerned, dissatisfied, moderate mentally healthy, mentally healthy) showed distinct patterns of co-occurring anxiety, depression, weight-shape concerns, and self-worth. Profile stability was high overall (72–93%). The highest proportion of TD boys was in the mentally healthy, TD girls and mainstream boys in moderate, and mainstream girls within the dissatisfied profile. Noteworthy transitions: TD boys who transitioned were likely changing to healthier profiles and girls to unhealthier. Unhealthier profiles were associated with socially prescribed perfectionism. ConclusionTD students fared relatively better than mainstream students. Still, considerable proportions of girls were identified in the unhealthiest profiles. These findings involving young TD and mainstream students propose a need for specific follow-up measures to promote mental health.

Working memory heterogeneity from age 7 to 11 in children at familial high risk of schizophrenia or bipolar disorder– The Danish High Risk and Resilience Study

BackgroundDespite the genetic overlap between bipolar disorder and schizophrenia, working memory impairments are mainly found in children of parents with schizophrenia. However, working memory impairments are characterized by substantial heterogeneity, and it is unknown how this heterogeneity develops over time. We used a data-driven approach to assess working memory heterogeneity and longitudinal stability in children at familial high risk of schizophrenia (FHR-SZ) or bipolar disorder (FHR-BP). MethodsBased on the performances on four working memory tasks by 319 children (FHR-SZ, N = 202, FHR-BP, N = 118) measured at age 7 and 11, latent profile transition analysis was used to test for the presence of subgroups, and the stability of subgroup membership over time. Population-based controls (VIA 7, N = 200, VIA 11, N = 173) were included as a reference group. The working memory subgroups were compared based on caregiver- and teacher ratings of everyday working memory function, and dimensional psychopathology. ResultsA model with three subgroups characterized by different levels of working memory function (an impaired subgroup, a mixed subgroup, and an above average subgroup) best fitted the data. The impaired subgroup had the highest ratings of everyday working memory impairments and psychopathology. Overall, 98 % (N = 314) stayed in the same subgroup from age 7 to 11. ConclusionPersistent working memory impairments are present in a subset of children at FHR-SZ and FHR-BP throughout middle childhood. Attention should be given to these children, as working memory impairments influence daily life, and may serve as a vulnerability marker of transition to severe mental illness.

Pathways to Adulthood in Rural America: A Latent Profile and Latent Transition Analysis of Adult Social Roles.

The transition to adulthood is characterized by the assumption of adult social roles, which are well documented in the literature; however, rural young adults remain understudied, especially using nationally representative samples. Therefore, this study analyzed a rural subsample of young adults from Add Health (N = 2562, 63.8% white, 34.2% Black, 50% female) using latent profile and latent transition analyses. Latent profiles at the average ages of 21-22 and 28-29 were identified highlighting transitions in education, work, and family formation. Two profiles previously unidentified in the literature emerged, high school graduates living with parents and prolonged transitioners, characterized by living with parents and limited transitions in romantic relationships and parenthood. Rural young people most likely to be in these profiles were male, Black, and from disadvantaged backgrounds. High school graduates living with parents and prolonged transitioners also had high probabilities of living in a rural area late in the transition to adulthood. Female and Black rural young adults had the highest probabilities of transitioning from the high school graduates living with parents profile to the prolonged transitioners profile. These empirically established role transitions and pathways to adulthood in rural communities can help inform investments, policies, and future research to support rural young adults following varying pathways during the transition to adulthood.

A latent profile transition analysis and influencing factors of internet addiction for adolescents: A short-term longitudinal study

Internet addiction for adolescent, which is widely concerned by the whole society, has become a public health problem. Internet addiction not only had a negative impact on physical and mental development of adolescents, but also was harmful to their study, life, interpersonal communication and personality formation, and so on. In recent years, the data analysis methods of longitudinal research have developed rapidly. It not only focused on the overall average growth trend, but also considered the differences in the individual trends. Latent profile transition analysis (LPTA) is an extension of latent profile analysis (LPA) and latent transition analysis (LTA), and is a longitudinal data analysis method. LPTA can simultaneously estimate group membership in multiple time points and their latent transition tendency among these subgroups between each two time points. This study used LPTA to explore the development trend of adolescent internet addiction over time and its influencing factors. 1033 adolescents participated in a short-term 6-month longitudinal study with a total of three tests. Participants completed internet addiction test, self-rating anxiety scale and self-rating depression scale. The results showed that: (1) There are three categories of adolescent internet addiction, namely non-internet addiction group, low-internet addiction group and high-internet addiction group. (2) Non-internet addiction group has a strong stability. Low-internet addiction group has a high probability to become non-internet addiction group or high-internet addiction group. (3) Boys are more likely than girls to develop into high-internet addiction group. Anxiety and depression both affect the development of adolescent internet addiction.

Variable patterns of daily activity participation across settings in autistic youth: A latent profile transition analysis.

What people do or engage in in their daily lives, or daily life participation, is often linked to their state of being happy and healthy, as well as potential for living independently. To date, little research has been conducted on daily activity participation by autistic youth at home, at school or in the community. Learning more about individual differences in participation levels and what might influence them can help to create custom supports for autistic youth and their families. In this study, 158 caregivers of autistic youth were asked how often their children took part in 25 common activities at two assessments, about one year apart. The analysis showed three profiles for each of the home and school settings and two profiles for the community setting. These profiles reflected distinct patterns in how often autistic youth took part in various daily activities, particularly in doing homework, school club activities and community gatherings. Most autistic youth were in profiles marked by often taking part at home but less often at school and in the community, and about three-fourths of them tended to stay in the same profile over time. Autistic youth with limited participation profiles were more likely to have lower scores on measures of cognitive ability and daily life skills and more challenging behaviour, and faced more barriers in their environment. These findings show how important it is to think about each autistic person's strengths and weaknesses, and changing needs, to better support their daily life participation.

Does classroom matter? - A longitudinal multilevel perspective on students' achievement goal orientation profiles during lower secondary school

The present study adds to earlier person-oriented research by investigating differences in students' achievement goal orientation (AGO) profiles and their development using a simultaneous consideration of classroom patterns with longitudinal multilevel methods. The sample of almost 10,000 lower secondary school students, representing over 600 classrooms, was surveyed on their AGOs in the 7th and 9th grade. Multilevel latent profile analyses (MLPAs) and transition analysis (MLTA) revealed similar student profiles in AGOs in both grades: success-oriented, moderate multiple goals and avoidance-oriented, as well as two classroom types: success-oriented and mixed orientation classrooms with varied relative proportions of different student-level profiles and patterns of likely transitions. Stability of profiles was more typical than change. Maladaptive transitions were related to lower, and stable and adaptive transitions to higher GPA in the end of 9th grade. In success-oriented classrooms, it was more common to maintain or adopt the success-orientation across lower secondary school compared to the other classroom type.

Changes in Depression Among Adolescents: A Multiple-Group Latent Profile Transition Analysis.

Depression of adolescents is an important public health problem. Persistent depression will become a huge hidden danger of individual mental health development. It is important to study the change mechanism of adolescents' depression. A total of 563 males and 739 females aged 11-19 years reported their depression. 1302 adolescents participated in a short-term 6-month longitudinal study. They were contacted every three months for two follow-up tests (T2 and T3). Participants completed internet addiction test, self-rating anxiety scale and self-rating depression scale. Multiple-group latent profile transition analysis (MLPTA) was used to identify meaningful subgroups and transitions between groups across time. Covariates (anxiety and internet addiction) were used to analyze the influencing factors. The results showed that: (1) There are three categories of adolescents' depression, namely no-depression group, low-depression-mountain group and low-depression-hill group. (2) The depression of the subjects showed a trend of improvement, but the proportion of low-depression-mountain group is relatively high at three time points (0.44, 0.59, and 0.30). (3) The transition probability between the low-depression-mountain group and the no-depression group is large, which suggests the low-depression-mountain group can easily convert into the no-depression group, but the transition probability from low-depression-hill group to other groups is relatively low and stable, which suggests the low-depression-hill group is not easily converted into the no-depression group. (4) Both anxiety and internet addiction affect the development of adolescents' depression across three time points. Anxiety played a significant role in affecting female adolescents' depression, while internet addiction played a significant role in affecting male adolescents' depression. This study demonstrated a transition pattern in adolescents' depression. We should pay more attention to the low-depression-mountain group and try to do their mental health well. Adolescents' Depression changes rapidly with anxiety and internet addiction for different genders, which suggests that some interventions are needed.

Characteristics of the cognitive function transition and influencing factors among Chinese older people: An 8-year longitudinal study

BackgroundCognitive impairment among older people is an important public health problem in developing countries. Therefore, it is necessary to identify the subtypes of cognitive function among older people in China, and explore the transformation patterns and influencing factors. MethodsLongitudinal data from the China Health and Retirement Longitudinal Study (CHARLS) were used, and included 2140 women and 2049 men aged over 60 years. Latent profile and latent transition analysis (LPA<A) were used to identify subgroups and transitions between the profiles over time. Influencing factors were identified by multinomial logistic regression analysis. ResultsAccording to the LPA model, three subgroups of cognitive function were identified: Cognitive Impairment, Mild Cognitive Impairment (MCI) and Normal Cognitive Function. Concurrently, >50 % of participants were likely to progress to MCI after seven years, whereas participants with cognitive impairment had a probability of 54.2 % of transitioning to a better cognitive profile. Older adults are less likely to experience cognitive improvement, higher levels of education affect changes in cognition, and having depression are at a lower risk of cognitive decline. LimitationsDue to the incompleteness of the cognitive assessment and the large time span, there was a certain bias in the classification and analysis of latent cognitive profiles. ConclusionThis study identified three latent profiles among Chinese older people and showed the stability and heterogeneity. It demonstrated the effects of higher age or levels of education, and depression on changes in cognitive function in older people.