Abstract

Universities increasingly recognize that personal attributes influence how students learn, process information, and develop competencies. Identifying factors that impact students’ interests and motivations is crucial for understanding their decision-making and problem-solving in education. This study presents the results of an analysis exploring the relationship between the development of the complex thinking competency and Allport’s categories of values among a sample of Mexican university students. Using multivariate descriptive statistical methods, including analyses of means, standard deviations, and boxplots, we examined the associations between students’ perceived development of complex thinking and their dominant personal values. The findings demonstrate a link between complex thinking and its sub-competencies with the six types of values proposed by Allport, revealing a concordance between value profiles and corresponding thinking characteristics. This study contributes to the understanding of how personal values influence competency development, offering a novel perspective on integrating psycho-emotional factors in education. By addressing both variables, educators can enhance the development of complex thinking by strengthening specific values in students’ professional profiles, ultimately leading to more effective educational strategies.