The aim of this work was to conduct a systematic review on psychological behavior in the context of pandemic scenarios during the twenty-first century. We focused on empirical works and brief case reports of H1N1 flu and COVID-19. Our review included 32 papers published both in English or Spanish. We built a set of tables that allowed us to classify the information in four main categories, namely the psychological impact of the pandemic, whether people follow or not official measures to protect themselves against the pandemic, psychological adherence considerations implied as mediators to respect official strategies, and relevant methodological characteristics of the pandemic research. Results show that there are significant impacts on the psychological behavior of people, social groups and organizations in several dimensions, namely emotion, cognition, behavior, mental health, organization and psychosocial factors. In addition, we found that certain social groups experienced a critical psychosocial impact likely due to the pandemic. Psychosocial factors affecting adherence were also identified, which allow us to better understand how health strategies are followed by the population. Different psychosocial suggestions, which emerged from the papers reviewed, were systematized and should be considered as possible pandemic strategies to be implemented.

Abstract The aim of this study was to determine the relationship between professional identity, university student identity, academic self-efficacy, professional self-efficacy, credits taken and difficulty perceived in the career, in traditional and non-traditional psychology students. We used a cross-sectional design and a non-probabilistic sample of 136 psychology students from a public university in the north of Chile. Four scales and a sociodemographic survey were used. Descriptive statistics, Pearson correlation analysis, analysis of variance (ANOVA) and path analysis were performed. Results showed significant differences in the academic and professional self-efficacy grouped into traditional and non-traditional students and a model that predicts professional identity based on the variables of university student identity, academic self-efficacy, professional self-efficacy, credits taken and perceived difficulty in the career (R 2 = .24). Outcomes are discussed according to the existing literature.

Resumen El objetivo de este estudio fue determinar la relación entre identidad profesional, identidad estudiantil universitaria, autoeficacia académica, autoeficacia profesional, créditos cursados y dificultad percibida ante la carrera, en estudiantes de psicología tradicionales y no tradicionales. Se utilizó un diseño transversal y un muestreo no probabilístico de 136 estudiantes de psicología de una universidad pública del norte chileno. Se aplicaron cuatro escalas y una encuesta sociodemográfica. Se realizó estadística descriptiva, análisis de correlación de Pearson, análisis de varianza (ANOVA) y análisis de senderos. Se encontraron diferencias significativas en la autoeficacia académica y profesional de estudiantes tradicionales y no tradicionales, y un modelo que predice la identidad profesional a partir de las variables identidad estudiantil universitaria, autoeficacia académica, autoeficacia profesional, créditos cursados y dificultad percibida ante la carrera (R 2 = .24). Los resultados se discuten en función de la literatura existente.