RT info:eu-repo/semantics/article
T1 Influence of stress and emotions in the learning process: the example of COVID-19 on university students: a narrative review
A1 Córdova Martínez, Alfredo
A1 Caballero García, Alberto
A1 Drobnic, Franchek
A1 Roche Collado, Enrique
A1 Noriega González, David César
K1 Emotions
K1 Emociones
K1 Emotional Intelligence
K1 Inteligencia emocional
K1 Stress
K1 Estrés
K1 Psychology
K1 Learning
K1 Aprendizaje
K1 Inteligencia
K1 Performance
K1 COVID-19
K1 College students
K1 Estudiantes universitarios
K1 Education, Higher
K1 Enseñanza superior
K1 Educational attainment
K1 Rendimiento académico
K1 Public health
K1 Health policy
K1 61 Psicología
K1 3212 Salud Publica
K1 5902.10 Política Sanitaria
K1 5312.04 Educación
AB Emotional instability and stress are the main disturbances that condition the learning process, affecting both teachers and students. The main objective of this review is to analyze the influence of stress and emotions (as part of stress) on the learning environment. Stress is a physiological mechanism that the organism develops to adapt and survive external and internal challenges. In this context, stress tends to be seen as a negative condition in the learning process when it is chronic. Extreme stress situations, such as the COVID-19 pandemic, can generate anxiety and frustration in students. However, other studies indicate that controlled stress can positively enhance the learning process. On the other hand, the quality and intensity of emotions resulting from stress can influence as well the learning process. Positive emotions are healthy and can promote optimal learning. Emotions lead to sentimental, cognitive, behavioral, and physiological changes, which will have a strong influence on intellectual performance. The activation of coping strategies constitutes a key mechanism for dealing positively with problems and challenges, generating positive emotions essential for the self-regulation of learning. In conclusion, correct management of emotions in stressful situations could promote effective learning through enhanced attention and capacity to solve problems.
PB MDPI
SN 2227-9032
YR 2023
FD 2023
LK https://uvadoc.uva.es/handle/10324/68769
UL https://uvadoc.uva.es/handle/10324/68769
LA eng
NO Healthcare, 2023, Vol. 11, Nº. 12, 1787
NO Producción Científica
DS UVaDOC
RD 27-dic-2024