EAI Endorsed Transactions on e-Learning 12 2017 - 10 2018 | Volume 5 | Issue 17 | e4 1 This study used latent profile analysis to cluster students into three groups with homogenous motivational profiles based on self-reported self-efficacy, task value and task anxiety measures obtained from 263 middle school students. The results demonstrated that there were distinct motivation profiles among students while engaging in a one-to-one computing environment for English learning, which resulted in differences on their performance. In general, this eLearning environment had a significant positive effect on students’ learning achievements regardless of various motivation profiles. But students with high self-efficacy, task value while low task anxiety performed better than those in other profiles. This study also suggested that task anxiety impeded students from benefiting from the one-to-one computing environment, but it could not significantly affect students’ learning outcomes. The profiling of student motivation orientations enhanced our understanding of the complex interactions of various motivational components and extended our existing knowledge in this emerging area of student learning. Besides, the findings inform future interventions in curriculum design and effective scaffoldings. EAI Endorsed Transactions on e-Learning Research Article A latent profile analysis of students’ motivation of engaging in one-to-one computing environment for English learning Shan Li 1, * and Juan Zheng 1 1 Department of Educational and Counselling Psychology, Faculty of Education, McGill University, 845 Sherbooke St W., Montreal, Quebec, Canada Abstract Keywords: one-to-one computing environment, latent profile analysis, self-efficacy, task value, task anxiety Received on 06 June 2018, accepted on 19 September 2018, published on 03 October 2018 Copyright © 2018 S. Li and J. Zheng, licensed to EAI. This is an open access article distributed under the terms of the Creative Commons Attribution licence (http://creativecommons.org/licenses/by/3.0/), which permits unlimited use, distribution and reproduction in any medium so long as the original work is properly cited. doi: 10.4108/eai.25-9-2018.155574 * Corresponding author. Email:shan.li2@mail.mcgill.ca 1. Introduction Educational institutions and researchers nowadays have witnessed the extensive, dramatic use of various educational technologies in schools for promoting students’ learning performance, such as online communities, intelligent tutoring systems and individualized learning space. Specifically, the one-to-one computing environment gained great popularity in classroom settings due to the decreasing costs of laptops and the increasing availability of wireless connectivity [1]. The one-to-one computing environment, also known as one-to-one initiatives, was originally raised by Norris and his colleagues [2], for the purpose of descripting the phenomenon occurred in US education systems that each individual student in the classroom is equipped with a portable digital device whereby they access electronic learning resources and participate in online activities. According to Penue [1], the one-to-one computing environment is more than physical school-issued device, but also an integrated teaching and learning system featured with technology-rich interactions, automatic tracking of students’ learning trajectories and smart classroom management. However, mixed results existed in current literature regarding to the effectiveness of the one-to-one computing environment in promoting students’ academic performance. For example, some studies claimed that this environment provided no help on students’ learning since it impeded students from concentrating attentions [3]. Moreover, to the best of our knowledge, few research