The growing heterogeneity among first year university students is a challenge for achievement in Higher Education. A better consideration of student diversity could help to gain a greater understanding of freshmen adaptation to university life. This study aims to develop a perspective that could address the diversity in student backgrounds and experiences. Two complementary methods were carried out. First, we employed latent profiles analyses to classify 1339 freshmen according to the characteristics they presented at the start of their first academic year. Six distinct profiles were identified, representing different combinations of possible achievement predictors (i.e., high school grade, socioeconomic status, informed-choice, and self-efficacy beliefs). Second, we investigated the achievement processes of these six profiles throughout the academic year using multigroup path analyses. Results revealed significant differences in achievement process from one entrance profile to another. Implications of the findings in support of success interventions and further research on the transition to higher education are discussed.

一年级大学生中越来越多的异质性是高等教育成就的挑战。更好地考虑学生的多样性可能有助于加深对新生适应大学生活的了解。这项研究的目的是发展一个可以解决学生背景和经历多样性的观点。进行了两种补充方法。首先，我们根据第一学年开始时呈现的特征，采用了潜在特征分析对1339名新生进行了分类。确定了六个不同的概貌，代表可能的成就预测指标的不同组合（即，高中年级，社会经济地位，知情选择和自我效能感信念）。第二，我们使用多组路径分析调查了整个学年中这六个配置文件的成就过程。结果显示，从一个入学经历到另一个入学经历，成就过程存在显着差异。讨论了研究结果对成功干预措施的支持以及对高等教育过渡的进一步研究。