Classroom climate and teacher expectations in the configuration of student profiles and their relationship with university academic performance

<ns3:p> Background Dropout rate is at its highest in the first year of college, but most studies have employed variable-centered methodologies which conceal how students perceive their classroom environment differently, and therefore, how they are perceived differently by teachers. In this study we adopted a person-centered methodology to investigate existence of latent student groups based upon perceptions of classroom climate and teacher expectation, and to see if there exists a level of perceptual variation that can be used to predict academic achievement. Methods A cross-sectional, quantitative study was completed with 469 first semester students at FECYT, Universidad Tecnica del Norte (Ecuador). The CCS and SPED were administered with reliability coefficients ranging from.82 to.93. Latent groupings were determined through hierarchical cluster analysis (Ward’s Method) on data collected via HJ-Biplot. The Kruskal-Wallace H-test with Dunn’s post-hoc correction assessed performance differences, and Pearson’s Chi-Square examined associations with sociodemographic characteristics. Results Four distinct profiles emerged: Low Perception (26.2%), Moderate Positive Perception (39.9%), High Perception (10.0%), and Mixed Perception (23.9%). Results demonstrated asymmetry in maximum vs. minimum grade outcomes: no difference in maximum grades across profiles (H₃ = 4.26, p = .235), but significant variability in minimum grades (H₃ = 23.01, p < .001, η <ns3:sup>2</ns3:sup> = .043), particularly between Profile 1 and Profiles 2 & 4. Profile membership was significantly related to marital status (χ <ns3:sup>2</ns3:sup> = 39.27, p = .004) and parenthood (χ <ns3:sup>2</ns3:sup> = 18.11, p < .001), but not to ethnicity or income. Conclusions Classroom climate and teacher expectations serve as a protective floor against academic failure rather than as drivers of excellence. Profile membership is heavily influenced by life cycle-related variables such as marital status and parenthood, and less so by socioeconomic or ethnic variables. Educational institutions must therefore develop equity-centered strategies addressing the structural barriers faced by students with family obligations. </ns3:p>