Feeling and thinking in higher education

emotion self-control in academic learning

Abstract

Many students who enter Higher Education are not successful in their studies and drop out, as they have emotions, feelings, negative thoughts and a low belief in academic self-efficacy that influence their learning. In view of this, this article aims to report the experience of a workshop experienced by a group of students from a federal university in the southern region of Brazil. Two meetings were held, in which the concepts of emotion, feelings, thoughts, academic self-efficacy beliefs and learning were discussed. Emotion self-regulation strategies in academic learning were also developed. At the end of the experience, it was possible to verify that the students began to develop the capacity to recognize the role of emotions, feelings, thoughts and beliefs of academic self-efficacy in their learning. It is concluded that more workshops like this one can be a strategy for permanence and coping with evasion, as well as allowing the discussion of the importance of emotional self-regulation in academic learning.