ArticleFrontiers in psychology2026
Multidimensional profiles of adolescent functioning: academic, emotional, and relational patterns.
Article in Frontiers in psychology, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
Introduction: Adolescence is a critical developmental period during which young people experience significant academic, emotional, and social challenges. While whole-child developmental frameworks advocate integrating academic achievement with psychosocial wellbeing, limited evidence exists on how these dimensions co-occur to form distinct patterns of adolescent functioning. This study identified multidimensional profiles of adolescent functioning across academic, emotional, and relational domains and examined differences in student background characteristics across these profiles. Methods: Data were drawn from the Programme for International Student Assessment (PISA) 2022 and included 135,348 adolescents (M age = 15.92 years, SD = 0.28) from 15 countries and economies. Latent Profile Analysis (LPA) was conducted using indicators of academic achievement, school belonging, teacher support, emotional wellbeing, and flourishing experiences to identify distinct profiles of adolescent functioning. Differences in student background characteristics across the identified profiles were subsequently examined. Results: Six distinct profiles of adolescent functioning were identified. One profile exhibited high academic achievement but relatively weak school belonging, lower emotional wellbeing, and reduced flourishing experiences, indicating that strong academic performance does not necessarily coincide with positive psychosocial functioning. In contrast, another profile demonstrated comparatively lower academic achievement alongside strong psychosocial functioning. Significant differences in student background characteristics were observed across the six profiles, suggesting that adolescents' developmental experiences vary systematically according to their personal and contextual characteristics. Discussion: The findings support the multidimensional nature of adolescent development and extend the whole-child developmental framework by demonstrating that academic success and psychosocial wellbeing do not always develop in tandem. These results highlight the importance of educational policies and interventions that simultaneously promote academic learning and students' emotional and relational wellbeing to foster more balanced developmental outcomes.
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