Exploration of Factors Influencing Self-regulated Learning Strategies and Latent Group Classification of University Freshmen's Adaptation to College Life through Latent Profile Analysis

Objectives This study aimed to identify latent group types of college life adaptation among university freshmen and to analyze the factors of self-regulated learning strategies that influence each group type. Methods In accordance with the research objectives, latent groups for types of college life adaptation were classified among 1,265 freshmen at A University located in the metropolitan area. Factors influencing each latent group regarding self-regulated learning strategies were identified. Responses from the Self-regulated Learning Test (SLT) were analyzed using latent profile analysis and multinomial logistic regression. Results The analysis of freshman students' adaptation to college life revealed that they can be divided into three main groups: ‘Maladaptation’, ‘Marginal’, and ‘Adaptation’. Furthermore, among the various sub-elements of self-directed learning strategies, it was found that students with higher abilities in memory strategies, emotional regulation, and resource utilization are more likely to belong to the group that adapts well to college life. Notably, students with higher metacognitive abilities have a higher probability of belonging to the ‘Adaptation’ group, which shows the highest level of college life adaptation. Conclusions These findings suggest the need to consider types of college life adaptation in understanding latent group profiles and predictive factors. By addressing variables of self-regulated learning strategies that influence college life adaptation, this study provides implications for necessary interventions to assist freshmen in adapting to college life.