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This study aims at describing differences in internal and external resources of students to handle mathematics learning from home. Based on data from  N  = 223 7th-grade secondary school students gathered via an online survey at the end of the first school year during the COVID-19 pandemic, we used latent profile analysis to identify student profiles defined by the internal factors  perceived value  and  success of students’ math learning from home  and the external factors  family support  and  teacher support —all specifically related to home learning. A number of general learning conditions, comprising internal (e.g., sustained attention) and external factors (e.g., socioeconomic status), are included as outcome variables. The best-fitting four-profile solution suggests one profile with comparably unfavorable internal and external resources. About 35% of the students are assigned to that profile. The other three profiles show combinations of, relative to the sample, more and less promising specific home learning and general learning conditions suggesting that these students have different resources available in the face of learning mathematics from home.

Students home alone—profiles of internal and external conditions associated with mathematics learning from home