The influence of emotions in students

Abstract

This is a literature review article that analyzes the theme of emotions and learning in the human development of students. This work aims to contribute to the theoretical discussion on how emotions influence students’ learning processes, considering the contexts of which they are part. It is assumed that understanding factors and ecological environments that emotionally influence students can contribute to the reflection on the learning process. As for the method, a theoretical bibliographic research was used. Literature on Historical-Cultural and Bioecological Theory of Human Development were selected, as well as assorted papers found in the Periodical database of the Coordenação de Aperfeiçoamento Pessoal de Nível Superior - CAPES. The literature analysis was carried due to the proximity between themes of emotions and learning. These documents were used to analyze family relations, teacher-student relationships, peerto-peer relationships and situations related to emotions in the ecological environments: family and school. The results show that family relationships, teacher-student relationships and student-student relationships have a potential influence over student’s learning. In addition, two concepts were relevant to the discussions: Vygotsky’s Zone of Proximal Development (ZPD) and Bronfenbrenner’s Process–Person–Context–Time Model (PPCT).