Higher Education: emotions and the teaching-learning process

Authors

DOI:

https://doi.org/10.5212/PraxEduc.v.16.18474.077

Abstract

This study presents the results of a master's degree research that investigated the reasons that led undergraduate students to seek psychological care and established relationships between these reasons and the teaching-learning process. The data were obtained through a questionnaire, applied to 30 students aged 18 years or older, on a federal university campus in the interior of the state of Paraná, Brazil. The investigation was qualitative and exploratory. The data were systematized and analyzed using Bardin's content analysis, based on Cultural-Historical Psychology and the Bakhtinian perspective of language. The results highlighted different reasons, which were organized into four thematic categories: changes in living conditions, academic adaptation/professional choice, impact/emotional reactions, and the teaching-learning process. The reasons for seeking psychological assistance showed a relationship with the emotional states presented by the students and indicated a significant impact on the learning condition.

Keywords: Emotions. Higher Education. Teaching-Learning.

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Author Biographies

  • Claudia Dallagnol, Western Paraná State University

    Mestre em Educação pela Universidade Estadual do Oeste do Paraná e psicóloga da Universidade Federal da Fronteira Sul

  • Ivete Janice de Oliveira Brotto, Western Paraná State University

    Doutora em Educação pela Universidade Federal do Paraná e professora aposentada da Universidade Estadual do Oeste do Paraná.

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Published

2021-10-19

Issue

Vol. 16 (2021): Publicação contínua

Section

Artigos

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How to Cite

Higher Education: emotions and the teaching-learning process. Práxis Educativa, [S. l.], v. 16, p. 1–16, 2021. DOI: 10.5212/PraxEduc.v.16.18474.077. Disponível em: https://revistas.uepg.br/index.php/praxiseducativa/article/view/18474. Acesso em: 2 jun. 2026.