This study explored learner profiles in lower secondary school based on cognitive and metacognitive learning strategy use, examining relations with gender, intrinsic motivation, and perceived autonomy support. Latent profile analysis of 576 ninth-grade Ugandan students revealed four profiles: competent strategy users, struggling users, surface-level learners, and deep-level learners. Gender differences favored girls in elaboration and organization strategies for Physics. Girls were more likely to be competent strategy users or surface-level learners. Higher intrinsic motivation predicted deep-level learning, while higher perceived teacher autonomy support predicted competent strategy use. Implications for effective learning strategies and gender-sensitive pedagogy are discussed.

Diana Kwarikunda, Ulrich Schiefele, Charles Magoba Muwonge, Joseph Ssenyonga