Academic performance in the perspective of student welfare and development: a psychoanalytic clinical approach

Abstract

A qualitative study, based on the psychoanalytic psychology approach, was carried out in order to study in depth the cognitive and affective aspects that affect the academic performance of the EAFIT University undergraduate students, in which clinical semi-structured interviews were conducted with 17 students from the 2009-1 cohort, who gave their testimonies about their school and university education. These subjective truths, expressed by students, enabled the analysis of issues related to the learning process and the results achieved during the time in the University. After carrying out the comparative analysis of these cases, conscious and unconscious aspects were elucidated as academic performance determining factors that made it possible to explain the problem and make suggestions in order to contribute to the well- being of academic processes of the EAFIT University undergraduates.