This study aims to examine how psychosocial competencies influence academic performance across multiple academic disciplines in higher education. The aim is to identify discipline-specific associations between psychosocial factors and first-year academic outcomes, providing evidence to inform targeted student support interventions.
The study analyzes data from 6,386 first-year undergraduate students at a multi-campus Chilean university. Seven psychosocial competencies were measured at university entry using the validated academic preparedness scale for higher education. Ordinary least squares models were estimated, controlling for prior academic preparation and program enrollment, to assess the differential association of psychosocial factors with academic performance across disciplines.
The results reveal substantial heterogeneity in the relevance of psychosocial factors across academic programs. While cognitive preparation remains a strong predictor, specific psychosocial dimensions – such as academic self-efficacy, emotional regulation, analytical anticipation and academic prospectiveness – are significantly associated with academic performance depending on the discipline. The findings underscore the need for discipline-sensitive institutional support strategies.
The study is based on first-semester academic performance and cross-sectional data. Future research should incorporate longitudinal designs to explore the long-term effects of psychosocial factors on academic trajectories and estimate causal effects.
The results provide empirical guidance for designing early assessment and targeted student support services that align with the distinct psychosocial needs of students in different academic fields.
By integrating psychosocial competencies into student success models, higher education institutions can enhance student retention, well-being and equity, particularly in expanding university systems within emerging economies.
This study contributes to the applied higher education literature by offering one of the few large-scale analyses of psychosocial predictors disaggregated by academic discipline within a Latin American context. The program-level approach provides actionable insights for institutional management and expands the understanding of non-cognitive factors in higher education beyond global north settings.
