The Effect of Private Education Participation on Latent Transitions Between Math Affective Attitudes and Achievement: A Latent Transition Analysis Combining a Latent Class MIMIC Model and a Growth Mixture Model

This study analyzed the transition patterns between latent classes by combining a latent class MIMIC model of math affective attitudes and a growth mixture model of math achievement, using data from the Gyeonggi Education Panel Study (GEPS) targeting middle school students. In addition, the study examined the impact of private education participation on transitions between these latent classes. The analysis identified heterogeneous latent classes based on the longitudinal trajectories of math achievement, and private education participation was found to significantly influence class membership. Moreover, distinct transition patterns were observed from the latent classes of math affective attitudes to those of math achievement, with the effects of private education varying according to the type of affective attitude. By integrating two different mixture models, namely the latent class MIMIC model and the growth mixture model, this study comprehensively explored the complex relationships among private education, math affective attitudes, and math achievement. These findings offer meaningful implications for educational practice by empirically demonstrating not only the relationship between students’ affective attitudes and math achievement, but also the differential effects of private education depending on affective characteristics.