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Recent efforts to identify non-cognitive predictors of academic achievementhave especially focused on self-constructs, whose measurement is concerned witha specific domain (e.g., mathematics). However, other important factors, suchas character and motivation, have received less attention. Additionally, thepredictive accuracy of non-cognitive factors lacks evidence from subjectsincluding English and Science. In this study, we take a person-centeredapproach and focus on students' intrinsic motivation, need for cognition, grit,and growth mindset. We mainly focus on how these factors predict students'mathematics, English, and science grades between 9th grade and 12th grade.2,308 samples from high school students in Boston (Female = 1,237; aged from 13to 17). The research results indicated that: (1) four latent profiles ofstudents emerged: High in grit students (n = 997, 43.2%, higher scores ofgrit); Moderate students (n = 905, 38.3%, moderate in all scores); High inintrinsic motivation students (n = 252, 11.8%, higher scores of intrinsicmotivation); Low in grit students (n = 154, 6.7%, lower scores of grit); (2)students' gender, race, maternal education level, and social-economic rankingpredicted the profiles; and (3) four profiles of students had a significantpredictive effect on Mathematics, Science and English scores in both 9th gradeand 12th grade. We discussed the importance of character education foradolescents and motivation for learning in high school.

Intrinsic motivation, Need for cognition, Grit, Growth Mindset and  Academic Achievement in High School Students: Latent Profiles and Its  Predictive Effects