Balanced profiles: the role of cognitive and non-cognitive competencies in Chilean higher education academic achievement

This study aims to determine whether student profiles, based on cognitive, intrapersonal, and interpersonal competencies from the NRC2012 model, change depending on the type of higher education institution and the time spent in higher education by Chilean higher education students. Latent Profile Analysis (LPA) was used to identify student profiles based on cognitive and socio-emotional competencies. A longitudinal approach tracked these profiles and their academic outcomes (e.g., GPA) across different higher education institutions, with two follow-up assessments conducted. Two main profiles emerged: a cognitive-emphasis profile (higher cognitive abilities, lower inter-l traits) and an inter-intrapersonal-emphasis profile (lower cognitive abilities, higher socio-emotional traits). Academic success did not depend solely on maximizing all competencies but on achieving a balance between them. The mixed profile, observed in first-year students, was associated with lower academic performance and slower progression. Profile distribution varied across institutions, with universities having a higher proportion of cognitive-emphasis students, who showed better academic outcomes. Longitudinal analysis revealed that student profiles evolve over time, with some students transitioning to one of the dominant profiles, and those shifting to the inter-intrapersonal-emphasis profile showing changes in cognitive and personality traits. The study concludes that student profiles change over time and are influenced by the type of higher education institution. It highlights the importance of fostering a balance between cognitive and emotional competencies and suggests personalized interventions, such as mentorship and targeted support, to enhance student success.