Three latent profiles of learning engagement: a multicenter study based on vocational nursing students in China

Introduction Learning engagement refers to the sustained and positive psychological state that students exhibit during the learning process. It significantly influences nursing students’ academic performance, knowledge acquisition, higher-order thinking skills development, and the assessment of their career potential. However, due to the influence of traditional teaching models, the current level of learning engagement among nursing students in Chinese vocational colleges is generally low, and the differences between various student groups have not yet been fully explored. Methods Using convenience sampling, a multicenter cross-sectional survey was conducted from January to March 2025 among nursing students from five vocational colleges in Sichuan Province. The study employed the Learning Engagement Scale, Academic Self-Efficacy Scale, and Academic Emotions Scale for College Students. Results A total of 2,624 nursing students were included. Learning engagement profiles were categorized into: active-deep type (19.4%), moderate-participatory type (64.1%), and passive-compliant type (16.5%). Gender, place of origin, student leadership experience, academic performance, academic emotions, and self-efficacy for learning behaviors were significant influencing factors ( p < 0.05). Discussion The learning engagement of vocational nursing students is at a moderate level and exhibits group heterogeneity, which can be categorized into three potential profile types. Factors such as gender, place of origin, student leadership experience, academic performance, academic emotions, and self-efficacy in learning behaviors are influential in determining different categories of learning engagement.