Since 2013, the 'Leaders of Tomorrow' Scholarship Program at Tecnologico de Monterrey, Mexico, has fully supported academically outstanding university students from economically disadvantaged backgrounds, who have shown a strong commitment to leadership in social impact initiatives.

Our previous research explored characteristics contributing to student academic success, including participation in group activities, community projects, technological or research developments, and sociodemographic factors. However, beyond individual achievement, it is crucial to evaluate the broader societal impact of their academic training. Specifically, it is important to consider how students utilize their education to contribute positively to their communities and society at large.

This study investigates the motivations of 1,200 students who enrolled in the scholarship program between 2017 and 2022. The original database, provided by the Institute for the Future of Education at Tecnologico de Monterrey, consisted of 22,718 records. The main objective of this study is to identify the motivational profiles of these academically successful students and understand the factors that drive them to continue their education at the university level. To achieve this, Spranger's theory is used as a foundation, suggesting that everyone possesses a unique set of motivations. Six fundamental motivational values—aesthetic, economic, individualistic, political, altruistic, and theoretical—were analyzed to uncover underlying factors using the statistical tool called Factor Analysis.

During the admission process for the scholarship program, students were assessed to estimate their six motivational indices, each on a scale from 1 to 100. The results of the Factor Analysis, including three factors and the factor loads for their most representative variables, are presented below:
Factor 1. Socioeconomic Dimension: This dimension is characterized by high altruism (0.851) and low concern for economic (-0.717) and political (-0.582) benefits. It reflects a balance between a strong desire to help others and a lesser focus on obtaining economic or political advantages.
Factor 2. Theoretical-Intellectual Dimension: Characterized by a strong orientation towards theoretical knowledge (0.984), highlighting an inclination for abstract thinking.
Factor 3. Aesthetic-Individual Dimension: Focuses on beauty and self-expression, with high aesthetic (0.839) and moderate individualistic (0.394), indicating a significant appreciation for creativity and personal autonomy.

These three factors account for 69.2% of the total variance in the motivational indices measured, providing a comprehensive view of the motivational profiles of these students. By considering the deep motivations and individual needs of students, we can tailor educational support to achieve more equitable access to higher education. Understanding these motivations allows us to design specific interventions that address needs, attracting talented students to high-quality education. This approach aids students in achieving their academic goals and contributes to creating a fairer and more equitable society. Additionally, studying these motivations provides valuable insights for strengthening scholarship programs both in Latin America and worldwide, allowing better adaptation to support students’ ambitions.

Keywords: Scholarship Program, Motivational Profiles, Factor Analysis, Higher Education, Educational Equity.