Abstract

Educational institutions’ commitment to enhancing the caliber of professionals emerging from their programs necessitates a concomitant elevation in the rigor of their admissions protocols. This rigor extends beyond merely appraising the incoming students’ academic knowledge to include an evaluation of their adeptness at navigating the professional challenges they will inevitably encounter. Consequently, this article delineates the outcomes of research conducted to elucidate the impact of distinct psycho-emotional attributes on the complex thinking competencies of new enrollees at a technological university located in the western region of Mexico. The research aims to ascertain the presence of discernible patterns affecting students’ perception of their environment, their argumentative processes regarding their beliefs, and their problem-solving strategies. The findings of this investigation suggest the existence of correlations between students’ learning methodologies, their interpretation of reality, their approach to problem resolution, and intrinsic traits such as personality types, self-esteem levels, and value systems. This analysis underscores the critical importance of admissions procedures that extend beyond academic and technical competencies to encompass an assessment of candidates’ attitudes and psycho-emotional profiles, aiming for a more holistic development of future professionals.