This article describes the determination of student profiles based on the constructs of multiple intelligences and on learning and affective strategies, in order to identify the most important characteristics for ensuring the academic success of engineering students. The two constructs were organized in terms of eight dimensions each: the basis for developing two questionnaires that were completed by 618 undergraduate engineering students, in an attempt to define their student profile. Three alternative measures were designed to determine numerical values for each dimension, according to their capacity to predict academic performance in terms of final grades, using regression analysis. According to the study’s findings, the logical/mathematical dimension plays an important role in student performance, while anxiety has a negative effect on final grades. The definition of appropriate measures to determine students’ cognitive, affective, and self-regulatory profiles can provide instructors with timely information to implement appropriate teaching strategies in their groups.

本文描述了基于多元智能结构以及学习和情感策略的学生档案的确定，以识别确保工程学生学业成功的最重要特征。这两个结构分别按照八个维度进行组织：这是开发由 618 名本科工程专业学生完成的两份问卷的基础，试图定义他们的学生档案。根据他们使用回归分析预测最终成绩的学业成绩的能力，设计了三种替代措施来确定每个维度的数值。根据研究结果，逻辑/数学维度在学生表现中起着重要作用，而焦虑对期末成绩有负面影响。确定学生的认知、情感和自我调节概况的适当措施的定义可以为教师提供及时的信息，以在他们的小组中实施适当的教学策略。