Heterogeneous Profiles of Learning Adaptability in STEM Students Under China’s New College Entrance Examination: A Latent Profile Analysis

The flexible subject selection system in China’s New College Entrance Examination has introduced increasing heterogeneity in students’ prior knowledge, posing challenges to learning adaptability in STEM education. While existing studies primarily conceptualize adaptability as a general level or dichotomy, limited attention has been paid to its underlying structural heterogeneity. This study first validated the multidimensional structure of the Learning Adaptability Scale for STEM Students and then adopted latent profile analysis to uncover distinct configurations of learning adaptability among undergraduate STEM students. Three profiles emerge: ability-oriented, environment-adaptable, and interest-driven, reflecting different configurations across self-identified learning motivation, learning attitude, learning ability, professional interest, learning environment, and teaching mode adaptation. These profiles are significantly associated with academic performance, with ability-oriented students achieving the highest GPA, while interest-driven students show higher learning motivation but weaker outcomes. No significant regional differences are observed. The findings shift attention from overall adaptability to its internal structure, offering a more nuanced understanding of learning adaptation under systemic reform.