Role of Emotions In Learning: a Look from the Experiences of University Students

Objective: to point out the role of emotions in learning from the experiential perspective of university students. Theoretical Framework: Pekrun (1992, 2007) maintains that emotions play a fundamental role in motivation, the use of cognitive strategies and the learning process, which gives them the ability to positively or negatively impact academic performance. Method: qualitative study with phenomenological design, in which the interview with open-ended questions was used as a data collection technique, which was applied to 40 fifth and tenth semester students of the Psychology program of the Corporación Universitaria del Caribe - CECAR, a private university located in the department of Sucre. Results and Discussion: the results revealed that participants identify emotions as factors that can facilitate or limit their learning process in various contexts such as the classroom, housing and learning community spaces with peers. They also recognize that emotions have a direct impact on their academic performance. The findings invite teachers to reflect on the importance of integrating emotions in the design of pedagogical and evaluative strategies that promote more effective learning. Implications of the research: The research suggests the importance of creating educational environments that stimulate positive emotions that motivate students and favor their academic success. Originality/value: This study provides a solid foundation for future research and educational practices focused on emotionality within the university context, highlighting its relevance in improving learning and academic performance.