Efectos de la actitud prosocial y autoeficacia percibida en el compromiso académico virtual en pandemia

Prosocial attitudes and perceived self-efficacy have been studied from different perspectives, but their analysis becomes important due to emerging vulnerable segments under disruptive contexts. The COVID-19 pandemic exponentially exposed this vulnerability. One of the segments that suffered the most drastic changes corresponds to the student population, as they were forced to change from face-to-face classes to virtual classrooms, which highlighted the socioeconomic and technological gaps of this population. Thus, academic continuity conferred an essential responsibility to attitudinal and behavioral factors on the part of the students, so the prosocial attitude and perceived self-efficacy together are suggested as antecedents of academic commitment. The aim was to explore the levels of prosocial attitude and perceived self-efficacy, as well as analyze the effect that such variables have on academic commitment. 613 students were surveyed in virtual mode. The average levels of prosocial attitude and perceived self-efficacy were moderate, while the academic commitment demonstrated moderate and low scores. Thus, the structural equation model based on covariances confirmed a positive and significant relationship that explained academic commitment with a small effect. Implications and tasks for the agenda are discussed.