Chilean Higher Education Students cognitive , personality and academic attainment data

This study examines the interplay of cognitive, intrapersonal, and interpersonal competencies in predicting academic success in Chilean higher education. Using the NRC2012 framework, the research investigates whether these competencies define distinct student profiles and explores evidence of potential profile evolution over time. The longitudinal design included students from four institutions (professional institutes and universities) over three semesters, with some profiles showing significant shifts in cognitive and non-cognitive domains. Structural equation modeling revealed an acceptable fit for an adapted NRC2012 model, and latent profile analysis identified variations by institution type and time in higher education.