Abstract
The objective of this study was to identify distinct student profiles based on physical, psychological, and social characteristics, and examine their impact on cognitive performance. A total of 194 children participated in this cross-sectional design study (mean age = 10.61 years, SD = 0.45; 48.96% girls). The study included participants from diverse racial backgrounds. Using Self-Organizing Maps, an unsupervised neural network clustering technique, six distinct profiles were identified. These profiles revealed significant effects in daily physical activity, self-reported physical, social, and psychological factors, and physical performance. Profiles characterized by higher physical activity levels and positive social and psychological factors were associated with better cognitive performance, in contrast to profiles with lower levels in these domains. These findings suggest that students' cognitive outcomes may be linked to their physical, psychological, and social characteristics, which interact to shape cognitive functioning. The recognition of the diversity of student profiles in specific educational settings may facilitate the design of more targeted programs that address individual needs and strengths, thereby enhancing their development in these domains within similar educational contexts.