Non-Cognitive Factors and Academic Outcomes in University Students

This research project addresses the issue of student dropout and academic performance in the Ecuadorian university context, where, despite increased access to higher education, significant gaps in graduation rates persist. The study focuses on the role of non-cognitive factors—defined as psychosocial, motivational, and attitudinal attributes—as key predictors of student success, often surpassing traditional cognitive factors in explanatory power. Using a quantitative approach and a non-experimental design, the research team analyzes data from 1,043 students across various institutions in the Metropolitan District of Quito. Through the psychometric validation of scales and the use of structural equation modeling and logistic regression, the project seeks to identify protective factors against dropout. Expected outcomes include the publication of two scientific articles in indexed journals (Scopus/WoS) and the creation of strategic recommendations for student welfare services. The project's impact is aimed at reducing social inequalities in degree completion, providing higher education institutions with data-driven tools to improve retention and academic support.<br/><br/><b>Goal</b>: <br/>Analyze the influence of non-cognitive factors, such as social skills and learning strategies, on academic performance and dropout rates among university students in Ecuador. The goal is to generate empirical evidence to support institutional strategies for retention and academic success.<br/><br/><b>Research lines</b>: <br/>Psychology and education