This research paper has two purposes: a) To describe the demographic features, family history, social affective factors and academic performance in fourth-semester students enrolled in day and night courses in the department of Psychology at the university, in order to define the Psychology students' profiles and b) To understand students' relationships between demographic and social affective aspects compared with their academic performance. This research aims to establish the relationship between academic performance and students' affective factors. There is no evidence of prior studies of these affective factors. A questionnaire about associated factors is designed and given to 122 fourth-semester students. The answers, factors, and indices are designed using statistical Winsteps and Rasch models in order to establish the relationship between factors and academic performance. AMOS, which allows the analysis of the relationship between factors and academic performance, is used as a tool to understand the impact of such relationships. The questionnaire given to the psychology students in this study supplied useful information using indices and factors to create psychology students' profiles. The explanation of these factors about student performance is useful when the information is analyzed and takes into account sex and socio-economical levels, and not the whole group in general. [ABSTRACT FROM AUTHOR]