Predictors of social responsibility in university students in Costa Rica: personal agency and empowerment

Authors

DOI:

https://doi.org/10.15517/isucr.v26i53.56509

Keywords:

human development, social problems, life skills, social well-being, higher education

Abstract

This quantitative study, with a comparative, correlational and predictive design, sought to analyze whether the factors of personal agency and empowerment predict social responsibility in Costa Rican university students. The sample consisted of 254 university students (132 men and 121 women), engineering, education and health career students who were administered scales to measure the aforementioned variables. The multiple regression analysis found that the predictors of social responsibility are empowerment, self-determination and self-efficacy. Additionally, significant and relevant correlations were observed between the variables, as well as differences according to sex (where men obtained higher scores in personal agency and women higher scores in social responsibility) and by area of knowledge, where students from the area of health obtained the highest scores. The results are interpreted based on their implications for social development and for the training of students.

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Author Biographies

  • Blanca Sojo Mora, Universidad de Costa Rica, Sede del Atlántico, Turrialba, Costa Rica

    Specialist in Education, Diversity, and Sociocultural Studies

    Professor at the Atlantic Campus of the University of Costa Rica. Holds a Doctorate in Society and Culture Studiesfrom the University of Costa Rica (UCR), a Master’s Degree in Pedagogy with an emphasis on Diversity from the National University (UNA), and Licentiate Degrees in Teaching and Educational Administration from the State Distance University (UNED). Additionally, she holds a Bachelor’s Degree in Physical Education from the University of Costa Rica (UCR).

  • Mario Gerardo Serrano Pereira, Universidad Autónoma de Yucatán, Mérida, Yucatán, México

    Specialist in Educational Sciences and Psychology

    Doctor in Educational Sciences, Master in Psychology, and Licentiate in Psychology. His interdisciplinary academic background enables him to integrate knowledge from education and psychology to address issues in educational contexts and promote the holistic development of individuals.

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Published

08/11/2026

Issue

Vol. 26 No. 53 (2025): Vol. 26 Núm. 53 (2025): Volumen XXVI, Número 53, enero-junio (2025)

Section

Academic Articles (Peer-Reviewed Section)

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Copyright (c) 2025 Blanca Sojo Mora, Mario Gerardo Serrano Pereira

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