Abstract

This article presents the results of a quantitative study that explores the possible relationship between students’ self-perception of their achievement in the competency of complex thinking and their perceived happiness. The research was conducted with a sample of students from a technological university located in western Mexico. Using multivariate descriptive statistical analysis, the study examined both the connection between these two psychological constructs and the potential moderating influence of gender on the results. The analysis revealed a significant association between students’ perception of their development in complex thinking, particularly the sub-competency of critical thinking, and their overall sense of happiness. These findings suggest that students who feel more capable of analyzing, evaluating, and reasoning through complex problems also report greater subjective well-being. Although the relatively small sample size poses a limitation in terms of generalizability, the study contributes to a deeper understanding of how cognitive and emotional dimensions intersect in higher education. The results have implications for educational design, professional competency development, and strategies to foster student well-being in university settings.