THE EMOTIONAL WELL-BEING OF LEARNERS AS A DETERMINANT OF THE TRAINING ACTIVITY

Abstract

Our article focuses on the complex issue of creating the emotional well-being needed by the students in academic learning. Especially after the COVID-19 pandemic, this challenge has become an aspect that is better acknowledged by both the trainers and the learners, and, following the applied empirical research, we managed to find out to what extent the well-being of our students conditions the activity of teaching-learning-assessment and, above all, how we can contribute to its establishment. Social connection is a central factor, which has an impact on well-being, and the pandemic situation, evaluated through the eyes of the students included in the research sample, some time after it ended, confirmed that the most important factor for their well-being was the relationship with those close to them, with their colleagues and with the teachers they felt connected to. An essential role in this situation is attributed to affective regulation, possible to achieve through external facilitation, but, above all, through self-determination. However, whether they have a positive hedonic tone or are negatively felt, emotions, as reactions to change, have an adaptive role and are absolutely necessary for everyone.

Keywords

• training
• students
• well-being
• determinant
• emotional regulation