The psycho-affective dimension in distance university learning: support and vocational guidance

Abstract

The analysis of this research focuses on the psychoemotional dimension in the university student population of the distance course at the UNCAUS as the network of emotional and psychological processes that condition the perception of the environment and the communication of the student. By using a quantitative and qualitative methodology and after surveying 669 new students and
interviewing teaching staff, this research examines the way subjectivity and parental styles influence academic adaptation. The Partial results show that a meaningful  number of students choose the distance modality careers, however they also express mixed feelings between enthusiasm and anxiety due to uncertainty of the virtual environment. The Analysis outstands how continual teaching support and fluid communication are crucial to mitigate loneliness, isolation and demoralization. Data reveal teachers’ empathy and dialogical practices strengthen bonds and students retention. In conclusion, it is suggested to apply mandatory career counselling polices and comprehensive tutoring that go beyond the disciplinary field. These measures could contribute to
strengthen pedagogical self-management, to improve subjective well-being and self-esteem and reduce the risk of emotional disorders such as anxiety or depression arising from frustration during remote learning.