Role of Emotions In Learning: a Look from the Experiences of University Students
Revista de Gestão Social e Ambiental,
Journal Year:
2025,
Volume and Issue:
19(4), P. e011292 - e011292
Published: April 7, 2025
Objective:
to
point
out
the
role
of
emotions
in
learning
from
experiential
perspective
university
students.
Theoretical
Framework:
Pekrun
(1992,
2007)
maintains
that
play
a
fundamental
motivation,
use
cognitive
strategies
and
process,
which
gives
them
ability
positively
or
negatively
impact
academic
performance.
Method:
qualitative
study
with
phenomenological
design,
interview
open-ended
questions
was
used
as
data
collection
technique,
applied
40
fifth
tenth
semester
students
Psychology
program
Corporación
Universitaria
del
Caribe
-
CECAR,
private
located
department
Sucre.
Results
Discussion:
results
revealed
participants
identify
factors
can
facilitate
limit
their
process
various
contexts
such
classroom,
housing
community
spaces
peers.
They
also
recognize
have
direct
on
The
findings
invite
teachers
reflect
importance
integrating
design
pedagogical
evaluative
promote
more
effective
learning.
Implications
research:
research
suggests
creating
educational
environments
stimulate
positive
motivate
favor
success.
Originality/value:
This
provides
solid
foundation
for
future
practices
focused
emotionality
within
context,
highlighting
its
relevance
improving
Language: Английский
Perception of the impact of emotional intelligence on the academic performance of university students.
Deleted Journal,
Journal Year:
2025,
Volume and Issue:
2, P. 151 - 151
Published: March 19, 2025
Introduction:
emotional
intelligence
in
university
students
is
crucial
for
managing
stress,
improving
relationships,
and
making
effective
decisions,
which
optimizes
their
academic
performance
personal
well-being.Objective:
To
analyze
the
perception
of
impact
Emotional
Intelligence
on
from
Faculty
Mechanical
Engineering
at
a
public
institution
Ecuador.Methods:
quantitative
approach
with
descriptive
scope
was
adopted.
Additionally,
cross-sectional
observational
design
facilitated
data
collection
single
point
time,
evaluating
ordinal
variables
through
structured
questionnaire;
chi-square
test
applied
to
differences
proportions,
adjusted
Bonferroni
method
used
determine
magnitude
these
differences.
The
significance
level
both
tests
set
p
<
0.05.Results:
regarding
self-regulation,
more
than
half
students,
51.06%,
believe
that
this
dimension
contributes
having
self-discipline.
Furthermore,
42.55%
consider
authorities
show
interest
control
students'
emotions.
Also,
72.46%
understanding
guiding
feelings
effectively
positively
motivates
participation
improves
performance.
Similarly,
72.33%
teachers,
as
advisors,
should
observe
problems
face.Conclusions:
has
positive
significant
learning
process.
Language: Английский