Faced with the challenges and complexity of the contemporary world, the Social Educator emerges as a mediator of excellence in the processes of socialization and inclusion of individuals and groups. In this context, it is necessary to perceive the changes and processes involved in the psychosocial development of the young student of the Social Education degree as a result of their experiences in higher education and, thus, to adjust the educational procedures with a view to optimizing student development. It is core function of higher education, with a view to enhancing skills in the framework of a professional profile, preparing for active citizenship, fostering personal and social development and developing a solid and advanced knowledge base (Calvo, 2014; Zabalza, 2011). The scientific literature highlights the positive influence of higher education on the student's psychosocial development, in particular the effect of challenging educational practices and stimulating learning environments (Webber, 2012), the frequency of extracurricular activities, involvement in academic activities, relationships with teachers and peers (Fitch, 1991; Chickering, & Reisser, 1993; Pascarella, 2006; Pascarella, & Terenzini, 2005).

The present study is part of a broader line of research on student maturity processes in order to promote changes in curriculum and pedagogical methods. Therefore, we defined as objectives: i) to understand if there are any significant differences in the autonomy levels (and its dimensions) among 1st, 2nd, and 3rd year students; ii) to analyse the autonomy levels, depending on the students' perception of their participation in extracurricular activities; iii) to perceive the autonomy levels, in function of the students' perception of their investment in academic activities; iv) to analyse the autonomy levels, depending on the perception of students interpersonal relations in the institution; v) To delineate strategies of action that promote the development of student autonomy.

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