EDUCATION FROM AFFECTION, ALSO AT THE UNIVERSITY?
In recent years it has greatly increased the number of studies about the importance of the affective dimension in the teaching-learning process, especially in pre-university stages.
In the twenty-first century university the emotional aspect is being taken into account in the development of different plans of action tutorial implicitly, especially since breaking the anonymity of the student, trying to support, inform and guide them from a tutor-student relationship closer than usual teacher-student relationship. This is the case of SOP (Student Orientation Plan) in the Degree in Forestry and Natural Environment at the University of Extremadura, which guides and supports through personal tutoring to students who wish to participate in it voluntary basis, which form a relatively small number of students in the Grade group. The assigned tutor is not necessarily the student´s teacher, although for the particular subject, the teacher-student relationship may also have an important bearing on the results obtained in terms of academic achievement.
The objective of the present work, is conducting a survey among students focusing on the teacher-student emotional relationship, in order to improve the mentoring of teachers belonging to the SOP and the individual performance in each subject.
The issues posed on questionnaires relate to students, first, on the importance they attach to the emotional relationship in the various stages of education (including university). Second, they are asked about their perception of the influence of the teacher-student relationship in the academic performance of the materials. Third, they are consulted on desirable attitudes in the university teachers for better teacher-student emotional relationship and therefore achieve better academic performance. And finally, it is also consulted on strategies are desirable, to improve such emotional relationship attitudes and subsequent academic success.
The affective relationship of teacher-student (being one-one) can not depend mostly from the teacher, since the student is responsible in part. Therefore, the students should increasingly be the most protagonist of their learning - learning to learn - and also take more control of emotional management of their learning process.
The results provide guidance to improve the quality of monitoring process to students from the SOP. In addition, it provides addedvalue to Emotional Intelligence explicitly, both for its importance in the acquisition of skills established by legal regulations in the existing curricula, and for the value it will have on the subsequent attainment of professional and personal success of students. At the same time, results will serve to reinforce the students esteem and make them aware of their personal role, in the process of acquiring autonomy in learning.