# Factors influencing mental health literacy and its relationship with learning weariness in middle school students: a person-centered latent profile analysis

## TL;DR

This study identifies different mental health literacy profiles in middle school students and shows how these profiles relate to learning weariness.

## Contribution

The study introduces a person-centered approach to categorize mental health literacy and links it to learning weariness in adolescents.

## Key findings

- Three distinct mental health literacy profiles were identified among middle school students.
- The low literacy–developmental type showed the highest learning weariness scores.
- Mental health literacy profiles are significantly associated with learning weariness levels.

## Abstract

To explore the latent profiles of mental health literacy among middle school students and their relationship with learning weariness.

A total of 1,174 middle school students were selected and assessed using the Mental Health Literacy Scale and the Learning Weariness Scale for Junior School Students. Latent profile analysis was used to classify the students’ mental health literacy. Multinomial logistic regression was employed to explore the impact of demographic variables on the latent profiles, and the Bolck–Croon–Hagenaars (BCH) method was used to examine the relationship between the latent profiles of mental health literacy and learning weariness.

The mental health literacy of middle school students can be categorized into three latent profiles: the high literacy–balanced type (8.18%), the high cognition–low attitude type (61.50%), and the low literacy–developmental type (30.32%). Significant differences were observed among these latent profiles in both the total score and subscale scores of learning weariness (p < 0.001). Specifically, the scores showed a statistically significant pattern (p < 0.001) as follows: the low literacy–developmental type > the high literacy–balanced type > the high cognition–low attitude type.

Mental health literacy among middle school students is heterogeneous, and its latent profiles are closely associated with learning weariness. These findings provide a scientific basis and practical support for constructing a positive development system for middle school students.