Person-centered Analyses Research Articles

You can learn well regardless of your motivation type – Evidence from a virtual learning environment

Autonomy continuum hypothesis in self-determination theory (SDT) has received convincing support in correlational studies. Further, autonomous motivation types have typically been discovered to be positively related to academic performance. On the other hand, research shows that the relationship between controlled types of motivation and academic performance varies and is not always negative. One explanation for that variation is ‘area-specificity’. Therefore, investigating the different motivation types in previously unexamined fields of study in SDT research has been called out. In this paper, we report on our research on during-the-course-motivation in a semester-long introductory programming course. Due to the cumulative nature of the topic, learning programming is known to be inherently challenging. Programming courses often employ abundant skill practising under tight deadlines. The course in this research offers students automated feedback on their programming assignments, to help them identify possible gaps in their skills. However, in previous SDT research, both deadlines and feedback have been found to carry risks for intrinsic motivation. We examined the continuum hypothesis through correlation and person-centered analysis, which has been used considerably less than variable-centered studies in SDT research. Our results indicate that latent profiles with autonomous types of motivation were much more common than ones with controlled motivation types. However, both students with profiles high on autonomous and ones high on controlled (and low on autonomous) motivations succeeded well on the course. Hence, our study supports previous evidence: controlled motivation or low intrinsic motivation need not be detrimental for academic performance.

Conceptions of aging and beliefs about how one's life is unfolding over time: A lifespan developmental perspective.

The present study examined beliefs about how one's life satisfaction is unfolding over time in relation to conceptions of aging in an online American adult lifespan sample (N = 882; Mage = 47.89, SD = 15.30, range = 19-84 years; 56% female). Single-item and multi-item ratings of recollected past, current, and anticipated future life satisfaction were employed, along with subjective perceptions of change in life satisfaction over time. Person-centered (latent profile) analysis identified distinct linear and nonlinear patterns of beliefs concerning past-current and current-future changes in life satisfaction: improve-improve, stable-stable, worsen-worsen, and worsen-improve. Multiple facets of conceptions of aging were assessed, including subjective perceptions of age (chronological vs. felt and desired age); attitudes toward, experiences of, and expectations concerning aging; future time perspective; and goal orientations (growth, maintenance, prevention of losses). Multinomial logistic regression models identified unique facets of conceptions of aging characterizing the four profiles. In general, individuals reporting a distinct profile conveying the belief that one's life was improving (vs. worsening) over time were characterized by more positive conceptions of aging. Further, conceptions of aging partially explained the link between chronological age and the belief that one's life is getting worse and worse (vs. better and better). Thus, the present work provides new insights into how age and conceptions of aging may shape the directions and patterns with which individuals view their lives to be unfolding over time. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

A life course perspective on parental incarceration and other forms of childhood adversity

Prior research on childhood adversity has revealed that exposure to multiple adverse childhood experiences (ACE) is relatively common, and that failure to consider these experiences in tandem may misattribute their effects to a single adversity. Yet attempts to isolate the effects of a given ACE are quite common, particularly in the burgeoning body of research on parental incarceration. Guided by recent theorizing in the parental incarceration effects tradition, and key insights from prior work on ACEs, the current investigation situated parental incarceration within broader contexts of childhood adversity. Using data from the National Longitudinal Study of Adolescent to Adult Health (Add Health), we drew on person-centered analyses to consider associations between different constellations of risk, well-being, and other important life course considerations. Additionally, we centered the experience of parental incarceration to explore its prevalence across the different constellations identified and to examine its independent and interactive effects on problematic behavioral outcomes and successful adult transitions. Our findings revealed that 1) ACEs tend to cluster, 2) certain constellations may pose greater developmental risks, and 3) the effect of parental incarceration may depend, in part, on the unique set of ecological risks to which children are exposed.

Client characteristics and early working alliance development: A person-centered research approach

Objective Certain client characteristics are associated with early working alliance difficulties in psychotherapy. However, there is limited quantitative evidence on whether combinations of these characteristics (e.g., intersectional identities, prior treatment experiences) are related to alliance development. The present study leveraged a person-centered research approach to examine profiles of early alliance development and differences in the latent class structure of client characteristics among alliance development profiles. Method Individual psychotherapy clients (N = 2,579) rated the working alliance for their first four sessions and self-reported demographics, treatment history, and psychological distress. Therapists provided their assessment of clients’ primary presenting concerns at baseline. Results Latent profile analysis revealed three profiles of working alliance development: high and stable, moderate and increasing, and low and stable. Follow-up person-centered analyses (multigroup confirmatory latent class analysis) indicated that clients in the alliance profiles differed in their combinations of clinical and demographic characteristics. For example, women of color with high baseline distress and a history of prior psychotherapy were over-represented in the low and stable alliance profile. Conclusion These results are consistent with recommendations to holistically consider how clients’ characteristics and experiences shape psychotherapy processes. Results also highlight the utility of person-centered quantitative methods in psychotherapy research.

A Lifeline to Fill the Silence of Homelessness: Person-Centered Analysis of Digital Coping and Links to Mental and Physical Health.

Individuals experiencing homelessness are among the most vulnerable population for mental and physical health disparities. Despite navigating numerous stressors on a day-to-day basis, they are vastly underrepresented within coping research. Using a person-centered approach, this study addresses ways in which technology is leveraged to manage ongoing stressors associated with the experience of homelessness. We employed a two-step and k-means cluster analysis within a sample of unhoused individuals (n = 66). Two distinct clusters emerged, revealing unique patterning of digital coping, stress, self-efficacy, and technology use. Resulting clusters were validated across numerous health outcomes, including mental and physical health problems, as well as digital service use and experience of homelessness. High digital engagement/low self-efficacy individuals (65% of sample) reported high levels of digital self-efficacy, yet lower levels of general self-efficacy. In contrast, low digital engagement/high self-efficacy individuals (35% of sample) engaged in relatively lower digital coping and technology use, with lower stress and higher general self-efficacy. High digital engagement/low self-efficacy individuals, in turn, reported more mental and physical health problems; whereas low digital engagement/high self-efficacy reported somewhat decreased digital access. Relatively few differences emerged between the clusters on experiences of homelessness. Due to the transient nature of unhoused people, reaching such vulnerable populations via technology to support their digital coping and subsequently enhance well-being outcomes represents a critical next step for digital equity. This population is poised to benefit from digital equity efforts, with critical implications for reduced health disparities.

Differential effects of lifetime stressors on major depressive disorder severity: a longitudinal community-based cohort study.

Stressors across the lifespan are associated with the onset of major depressive disorder (MDD) and increased severity of depressive symptoms. However, it is unclear how lifetime stressors are related to specific MDD subtypes. The present study aims to examine the relationships between MDD subtypes and stressors experienced across the lifespan while considering potential confounders. Data analyzed were from the Zone d'Épidémiologie Psychiatrique du Sud-Ouest de Montréal (N = 1351). Lifetime stressors included childhood maltreatment, child-parent bonding, and stressful life events. Person-centered analyses were used to identify the clusters/profiles of the studied variables and multinomial logistic regression analyses were performed to examine the relationships between stressors and identified MDD subtypes. Intersectional analysis was applied to further examine how distal stressors interact with proximal stressors to impact the development of MDD subtypes. There was a significant association between proximal stressors and melancholic depression, whereas severe atypical depression and moderate depression were only associated with some domains of stressful life events. Additionally, those with severe atypical depression and melancholic depression were more likely to be exposed to distal stressors such as childhood maltreatment. The combinations of distal and proximal stressors predicted a greater risk of all MDD subtypes except for moderate atypical depression. MDD was characterized into four subtypes based on depressive symptoms and severity. Different stressor profiles were linked with various MDD subtypes. More specific interventions and clinical management are called to provide precision treatment for MDD patients with unique stressor profiles and MDD subtypes.

Psychological need satisfaction, frustration, and unfulfillment profiles in the workplace: Their nature, predictors, and outcomes

Abstract Based on self-determination theory, this research relied on person-centered analyses to show how the distinct components of psychological need states combine to produce distinct profiles. We also explored contemporarily antecedents (perceptions of the organization’s environmental corporate social responsibility and negative moral emotions related to the organization’s environmental (ir)responsibility) and organizational outcomes (affective organizational commitment, turnover intentions, and cyberslacking). Questionnaire surveys were completed by 525 French employees. Four profiles characterized by configurations of psychological need states were identified and showed well-differentiated patterns. Negative moral emotions predicted membership in the most detrimental need states profiles while corporate social responsibility perceptions did not. As expected, we found opposite patterns of associations between profile membership and affective organizational commitment and turnover intentions, while the highest levels of cyberslacking were found in the most positive need states profiles. The results add to person-centered research and emphasize the importance of psychological experiences in the workplace and organizational outcomes.

Resilience in the aftermath of trauma: Classes of adjustment in at-risk youth.

Youth who have been exposed to potentially traumatic events are at risk of developing chronic and severe adjustment problems. However, some youth exposed to potentially traumatic events exhibit better-than-expected adaptation. Person-centered analyses, based on multiple criteria for adaptive behavior and adversity, are well-suited to empirically identifying different patterns of adaptation among high-risk youth. Data from 381 youth from three at-risk subgroups in Portugal were collected using self-reported measures of trauma history, trauma-related symptomatology, coping skills, and perceived social support. Distinct classes of adaptation after traumatic experiences were examined with latent class analysis. Four classes were identified: (a) trauma-related psychopathology class (13.6%), (b) adaptive resilience class (36.8%), (c) low resources class (11.4%), and (d) high resources class (38.2%). Trauma-related psychopathology class and low resources class were characterized by high levels of maladjustment. Similarly to the low resources class, the trauma-related psychopathology class reported a significantly higher likelihood of trauma-related psychopathology and higher levels of problem-solving skills. The adaptive resilience class and high resources class also reported lower levels of maladjustment, and the high resources class reported higher levels of coping skills and lower levels of externalizing problems than any other class. Clinicians treating children's internalizing mental health or externalizing behavior problems should assess trauma history and trauma-related psychopathology, as well as protective resources that may enhance resilience such as skills for problem solving and social support seeking. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

How are illness representations of gambling disorder associated with gambling behaviors? A latent profile analysis

Gambling disorder (GD) is a behavioral addiction that causes serious harm to individuals’ mental health and social functioning. This study aimed to explore whether gamblers’ illness representations (IR) for GD are related to disordered and/or controlled patterns of gambling under the framework of commonsense model of self-regulation (CSM). Based on CSM, different facets of IR do not exist in isolation but together form a total illness schema; we hence used a person-centered analysis method, latent profile analysis (LPA), to classify gamblers by their overall IR for GD (including consequences, personal and treatment control, timeline cyclical, emotional representations, and coherence) into groups and then tested whether these groups differed in GD symptoms, controlled gambling behaviors, and help-seeking intention. An anonymous online survey was conducted on a social media platform, and valid responses from 589 past-year adult gamblers were collected. LPA results supported a four-profile model, revealing four profiles of GD representations: the weak-perception profile, average profile, tensed-up profile, and rational profile. Significant differences were found in all outcome variables in these four profile groups. In particular, the rational group exhibited the lowest levels of GD symptoms and impaired behavioral control, the highest levels of responsible and controlled gambling, and the highest levels of help-seeking intention, whereas the weak-perception group reported the lowest levels of responsible and controlled gambling behaviors. The findings provide empirical support for the application of CSM to addictive behaviors, as well as preliminary evidence for the potential use of CSM-based interventions for GD prevention.

Chinese mothers' profiles of color-conscious socialization and social dominance orientation: Relations to children's racial attitudes.

This study concerns Chinese mothers' color-conscious socialization and social dominance orientation and how these relate to children's racial attitudes. Data were collected from a sample of 155 Chinese children (71 girls) aged 7-11 years and their mothers, from urban regions across China (Shanghai, Jinan, and cities in Jiangsu Province), including observations of mothers' color-conscious practices, self-reported social dominance orientation, and children's attitudes toward light-skinned Chinese, tan-skinned Chinese, and White groups. All children were born in urban areas and from middle-income families. Variable- and person-centered analyses suggested three areas of color-conscious practices, racial appearance, cultural background, and grouping, and revealed heterogeneity in associations between color consciousness and social dominance orientation. Mothers' acknowledgment of shared culture was associated with children's positive attitudes toward their racial ingroup with darker skin tone. This study emphasizes the importance of a nuanced and contextualized understanding of color-conscious socialization. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Religious development from adolescence to early adulthood among Muslim and Christian youth in Germany: A person-oriented approach.

Religious decline, often observed among North American Christian youth, may not apply universally. We examined this and whether religiosity is associated with well-being, risk behavior, cultural values, and acculturation among 4080 Muslim and Christian adolescents aged 15-22 in Germany. Utilizing seven waves from the CILS4EU project and a person-oriented analytical approach, we identified different religious trajectories for Muslim (58% high, 31% low, 11% increasing), immigrant-origin Christian (68% low, 32% medium), and non-immigrant Christian (74% low, 17% decreasing, 9% medium) youth. High and medium trajectories were associated with greater well-being, lower risk behavior, more conservative attitudes, and less sociocultural integration. To fully understand religious development, we must consider diverse national contexts and groups, employing long-term perspectives and person-centered analyses.

A person-centered analysis of the personality-value relationships among Chinese adolescents

A person-centered analysis of the personality-value relationships among Chinese adolescents

Who's most at risk? A person-centered approach to understanding the long-term relationship between early social media use and later depression across adolescence.

Person-centered analyses examined the relationship between social media use and depression over an 8-year period. The purpose was to examine the varying ways early social media use was associated with the development of depressive symptoms with a hypothesis that social media would not have a uniform association with depressive symptoms across adolescents. Participants included 488 adolescents (52% female), living in the United States, who were surveyed once a year for 8 years (beginning in 2010 when the average age for participants was 13.33 years old). Longitudinal mixture regression was used to identify classes of adolescents representing unique ways their early social media use was related to the development of depressive symptoms over an 8-year period. Five classes were found representing unique ways social media use was related to depression. Findings suggest social media use does not impact all adolescents in the same way. Social media use was related to increased depression for adolescents with greater parental hostility, peer bullying, anxiety, reactivity to stressors, and lower parental media monitoring. In other instances, social media use was related to less depression or was unrelated to depression. By identifying which adolescents may be most at risk from social media use, health providers, schools, and caregivers can tailor interventions to fit the needs of each adolescent.

The relationship between boredom proneness, the behavioral inhibition system, and anxiety in college students: variable-centered and person-centered analytic approaches.

To explore the relationship among boredom proneness, the behavioral inhibition system, and anxiety among college students based on variable-centered and person-centered analytic approaches. A questionnaire survey was conducted on 1,102 college students from a university in Hebei Province using the Boredom Proneness Questionnaire (BPQ) for College Students, the Behavioral Inhibition System Scale (BIS), and the General Anxiety Disorder-7 scale (GAD-7). The results reveal that boredom proneness was negatively correlated with scores on the behavioral inhibition system (r = -0.100, p < 0.01), and positively correlated with anxiety (r = 0.457, p < 0.001), while the behavioral inhibition system was positively correlated with anxiety (r = 0.086, p < 0.01). In the variable-centered analyses study, it was found that the behavioral inhibition system partially mediated the association between boredom proneness and anxiety. In the person-centered analyses study, three subtypes were identified: the high boredom-low inhibition group (9.35%), the moderate boredom-inhibition group (66.70%), and the low boredom-high inhibition group (23.95%). Individuals in these subtypes showed significant differences in anxiety scores (F = 4.538, p < 0.05), with the low boredom-high inhibition group scoring the highest. The results showed that the behavioral inhibition system partially mediates the relationship between boredom proneness and anxiety in college students; boredom proneness and the behavioral inhibition system exhibit group heterogeneity, with distinct classification features closely related to anxiety.

Secondary students' emotions, perceptions of instructional quality, and achievement in Mathematics: A representative study with Swiss students towards the end of compulsory education

The role of emotions in learning settings such as schools has been widely acknowledged in research and practice. Prior research predominantly follows a variable-centred approach to investigate students’ emotions while person-centred analyses are still scarce. Based on a representative sample of N = 11 131 Swiss students in grade 9, this cross-sectional large-scale study investigates how four trait mathematics emotions (enjoyment, anger, anxiety and boredom) are related to students’ perception of mathematics instruction quality (cognitive activation, lack of classroom management, teacher support) and their mathematics test achievement. Results from structural equation modelling (variable-centred approach) revealed that enjoyment and all three negative emotions are related to two dimensions of instructional quality: cognitive activation and lack of classroom management. Association of emotions with teacher support differed, as associations were not confirmed for enjoyment and anxiety. Enjoyment was not related to achievement, whereas boredom showed positive associations. The results from mediation analyses suggest that the direct associations of perceived cognitive activation and perceived lack of classroom management with mathematics achievement are stronger compared to the indirect associations mediated by student emotions. Latent profile analysis identified four profiles: happy, unhappy, bored, and ambivalent. Students in the happy profile had the highest perception of instructional quality and outperformed the other profiles. Results are discussed in relation to the added value of a person-centred approach to better understand students’ emotions in mathematics education.

Teachers’ responses to bullying: A person-centered approach

This study investigated profiles of teachers' responses to bullying and how they predicted bullying behavior across the school year. Students (N = 1026; Mage = 10.57; 52.5% girls) reported their teachers’ responses to bullying, and bullying was assessed at three waves with self- and peer-reports. Person-Centered analyses revealed three profiles: Highly Active, Moderately Active, and Passive. The Passive profile was related to higher initial self-reported bullying. A decrease in self-reported bullying was found in the Highly Active and Passive profiles. The profiles did not differ regarding peer-reported bullying. Concluding, teachers may reduce bullying by using a variety of active responses.

Not all ‘impostors’ are created equal: A dimensional, person-centered, and theory-based analysis of medical students

Purpose Research on the impostor phenomenon (IP) is rapidly growing in medical education due to its relationship with distress and burnout. How IP is theoretically conceptualized and analyzed has been inconsistent, however, which limits our understanding of results and how to act on them. We hypothesized that a person-centered analysis, in combination with a robust theoretical framework, would provide a more specific ‘profile’ of medical student IP and help to optimize supports for their well-being. Materials & methods We used exploratory factor analysis to assess the factor structure of the Clance Impostor Phenomenon Scale (CIPS) in medical students, followed by cluster analysis to identify distinct ‘impostor’ profiles, based on the identified factors. We then used self-determination theory’s (SDT) framework of motivation to explore how students in each profile differed in their general causality orientation, autonomous motivation towards going to medical school, and psychological need satisfaction in the medical program – factors that SDT identifies as predictors of engagement, performance, and well-being. Results Factor analysis yielded three main IP factors – feeling like a fake, attributing success to luck, and discounting achievement – in line with Clance’s original definition of IP. The cluster analysis then identified four distinct IP profiles based on individual differences in these factors, each varying in aspects of their self-determination. Conclusions This study sheds light on the ways that medical students may experience IP, further reinforcing the notion that not all ‘impostors’ are created equal. Findings support the three-factor structure of the CIPS among medical students, and that most students will fall into one of four IP profiles. These profiles and their implications are discussed.

Predicting trajectories of vocational indecision from motivational profiles in early adolescence

Background, objective and hypothesesDuring emerging adulthood, vocational indecision (i.e., the inability to make coherent career choices) develops in a heterogeneous fashion, with three distinct patterns: low; decreasing (i.e., developmental or adaptative); high and stable or increasing (i.e., chronic or maladaptive). Among the determinants of vocational indecision that have been identified in past research, academic motivation is a crucial an excellent choice, since it is at school that students' vocational choices are validated or not. According to SDT, this motivation can vary both in quantity and quality, and students tend to experience more positive academic outcomes when their motivational profile is optimal (high quantity, high quality) as opposed to suboptimal (e.g., low quantity, low quality). Thus, the purpose of this longitudinal study was to verify if the patterns found with emerging adulthood students characterized vocational indecision in adolescent students, and if supported, to predict the belonging to the most problematic trajectory by using students’ academic motivational profiles. We expected several distinct trajectories of vocational indecision that would differ in shape and magnitude, and several motivational profiles that vary in quality as well as in quantity. We also expected students in high-quality or quantity motivational profiles to be less likely to follow a chronic indecision trajectory.Method and resultsUsing data from 384 students (56% female; Mage = 13.52 years; SD = .52 at Secondary 2) surveyed annually from Secondary 2 to 5, person-centered analyses enabled estimation of motivational profile in Secondary 2 and vocational indecision trajectories during the 4-year period. Results revealed four distinct patterns of vocational indecision during adolescence labelled Low and Stable, Moderate and Stable, Developmental and Chronic Intermittent. Four motivational profiles were also identified in Secondary 2, ranging from poor (Highly Amotivated) to moderate (Autonomous-Introjected) quality of self-determination level. Also, in reference to the most self-determined profile, students in the Mixed profile were at greatest risk of following Chronically-Intermittently Undecided trajectory. Finally, the most self-determined students were at greatest probability of following the Developmentally Undecided trajectory.ConclusionOverall, the findings suggest that the student motivational functioning in early secondary school years could be used to identify students at risk of experiencing the negative indecision patterns across secondary school. Several theoretical and practical implications are suggested.

Person-Centered Combinations of Individual, Familial, Neighborhood, and Structural Risk Factors Differentially Relate to Antisocial Behavior and Psychopathology

Research highlights risk factors across systems, from person to community, for understanding antisocial behavior. However, limited research used person-centered analyses to investigate how individual, familial, neighborhood, and structural risk factors cluster and relate to antisocial behavior. We applied latent profile analysis to questionnaires and Census-derived data ( N = 478; Northeast sample). A five-profile solution fit best (1: Low Risk; 2: Elevated Personality Risk; 3: Elevated Family and Structural Risk; 4: Elevated Personality, Family, and Neighborhood Risk; 5: Elevated Neighborhood and Structural Risk). We compared profiles across questionnaire-based, interview-based, and criminal record outcomes. The Elevated Personality, Family, and Neighborhood Risk profile had the strongest relationship to risky behavior and an antisocial personality disorder diagnosis. The Elevated Neighborhood and Structural Risk profile showed the strongest relationship to number of crimes. These results elucidate patterns of co-occurring risk within-people, across systems, and reveal important commonalities and dissociations among forms of antisocial behavior.

Can vocational interests of students be used to recruit suitable candidates for teacher training programmes in technical vocational education and training in Germany?

PurposeIn Germany, various approaches have been taken to tackle the current teacher shortage in technical and vocational education and training (TVET). One attempt to remedy the shortage in Bavaria has been the introduction of an engineering education study programme at universities of applied sciences. Ideal candidates for this programme should have an interest in both engineering and social interaction. For effective recruitment, therefore, it is necessary to know applicants’ characteristics such as their vocational interests. In this study, the vocational interest profiles of students in TVET teacher training programmes were identified and their interest profiles and further characteristics were compared with those of other VET students at universities and universities of applied sciences.Design/methodology/approachAn online questionnaire based on Holland’s interest theory and adapted from the Allgemeiner-Interessen-Struktur-Test-3 (interest structure test) was administered to 85 students in TVET teacher training programmes at universities and universities of applied sciences in Bavaria. Items regarding reasons for choosing a particular study programme, university location and other personal details were added.FindingsThe vocational interest profiles of students at universities and universities of applied sciences can be described as similar but weakly differentiated. Insights are provided by the characteristics of students such as the majority being first-time academics in the family. The reasons for choosing the degree programme and university location highlight the fact that a large proportion of students in engineering education would not have chosen a teaching-related degree programme if it had not been offered at the respective university of applied sciences.Research limitations/implicationsAlthough the sample in this study was small and, therefore, limiting, it represented a high proportion of TVET teacher training students in Bavaria and a substantial proportion of first-year students in TVET teacher training programmes at universities and universities of applied sciences in Bavaria (section 2.2 and 3.1). Thus, the findings provide valuable insights into commonalities in interest profiles between engineering education students at universities of applied sciences and other TVET students at universities. With respect to the domain of the chosen vocational specialisation, differentiated profiles emerged that, for example, showed a stronger artistic orientation among students in construction technology/wood. For further analysis, the previous variable-centred orientation of the analysis can be supplemented by person-centred analyses (e.g. cluster analysis and latent variable mixture modelling, LVMM) (cf. Leon et al., 2021).Practical implicationsThe findings in this study reveal the potential for attracting candidates to universities of applied sciences if they prefer to study in rather rural areas close to their hometowns. With the aim to educate prospective teachers for future work not only in metropolitan regions but in rural areas too, offering bachelor degree programmes in rural areas would seem promising. A regional option can boost the recruitment of new students and attract candidates that otherwise would be unable to pursue studies or a career as a teacher in vocational education. The results of this study and those of previous studies suggest that universities of applied sciences can cooperate with universities to help solve the teacher shortage problem.Social implicationsOverall, it is apparent that the students' interests reached comparatively high values in all interest orientations and thus are only weakly differentiated. If undifferentiated profiles indicate low levels of career readiness, this significantly affects the recruitment of young people for the teaching profession. Assessing career orientation and promoting vocational interests should be prioritised during secondary school education. Vocational orientation measures are essential and should provide insight into typical activities of daily work life in different professions and thus pique and foster interests.Originality/valueThis study provides insight into how to respond to the teacher shortage in VET by identifying important characteristics of engineering education students using vocational interest profiling.