Cuadra-Martinez, DavidDavidCuadra-MartinezPerez-Zapata, DanielDanielPerez-ZapataSandoval-Diaz, JoseJoseSandoval-DiazValdivia-Diaz, JorgeJorgeValdivia-DiazPalma-Flores, CarlaCarlaPalma-FloresMora-Dabancens, DiegoDiegoMora-Dabancens2025-12-302025-12-3020192215-3535https://hdl.handle.net/20.500.12740/23674The 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.Acceso AbiertoProfessional identityuniversity student identityself-efficacypsychology studentpredictive modelhttp://dx.doi.org/10.15517/ap.v33i127.32860