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Socio-cognitive and socio-affective variables are associated with learning and the process of adaptation to higher education. This research aimed to verify, in a longitudinal way, the predictive power of these variables in the academic performance and the chances of dropout perceived by university students. Participants included 136 physical education students from a private institution. A questionnaire on self-efficacy and performance expectations was administered at the beginning of the semester together with the Social and Emotional or Non-cognitive Nationwide Assessment. After knowing the results at the end of the semester, the questionnaire on self-efficacy and satisfaction with performance was administered. The results showed that in a negative sense, the main predictor of the chances of dropout was self-efficacy for conscientiousness. The belief in being organized, self-regulated, and self-motivated leads students to see themselves with lower changes of dropout, regardless of the immediate results of academic assessments.

Predictive power of socio-emotional variables on academic performance and chance of dropout