Expectativas académicas y el estado emocional de los estudiantes al ingreso a la educación superior

Abstract

This research project focuses on exploring the intricate dynamics between academic expectations and the emotional state of students upon entering higher education. The primary objective is to comprehend the academic goals and aspirations of students, while also assessing emotional factors such as stress and anxiety, specifically centered on two components: academic expectations and emotional state. The adopted approach is quantitative, with a descriptive-correlational level and the application of hypothetical-deductive and analytical-synthetic methods. The research was conducted with a population of 122 leveling students in the Faculty of Jurisprudence and Social Sciences. To collect data, a survey tailored to students' needs was designed and administered to fulfill the study's objectives. The results indicate that academic expectations are preconceived, and the emotional state reflects a conscious control over the learning process, thereby strengthening students' cognitive processes. In conclusion, this study aims to contribute to the design of interventions and educational policies that foster a supportive environment, enhancing the experience and academic success of students during this crucial transition phase into higher education