<p>This study explores the dynamics of skill growth in higher education, focusing on mathematical competencies among economics students. Using longitudinal data, we examine how initial skill levels, baseline characteristics, affective variables, and student engagement shape achievement over the first semester. Standardized test scores reveal a cumulative growth pattern: students with higher initial competencies show greater skill enhancement, underscoring the Matthew Effect and reciprocal relationships in learning. Engagement variables, particularly learning persistence, play a crucial role in mediating these patterns. Additionally, affective factors such as math interest and self-efficacy significantly contribute to skill development, highlighting the interplay between motivation and academic success. The results suggest that educational interventions need to address both prior knowledge gaps and motivational aspects to foster equitable learning outcomes. This study provides valuable insights into the mechanisms driving academic achievement disparities and emphasizes the importance of tailored support to enhance learning growth in higher education.</p>