Psychoemotional and Identity Processes in Psychology Students: A Qualitative Analysis of the Completion of the Degree Final Project

Abstract

The culmination of professional studies represents a pivotal stage in the reconfiguration of student identities. This study focused on the psychoemotional dynamics and identity processes of university psychology students during the preparation of their degree final projects, utilizing a descriptive and interpretative qualitative methodology. The proposal aimed to explore how the students' identities and emotions influence their academic and professional journey. Through semi-structured interviews, systematic observation, and focus groups, data were collected that allowed a holistic understanding of the interaction between personal identities and academic performance in this transition period. The purposeful selection of participants from the "Degree Seminar" provided a wide range of perspectives on this process. The results highlighted the critical importance of integrating psychoemotional support within educational settings for end-of-study phases. The influence of psychoemotional dynamics and identity processes on academic performance and student well-being is undeniable, underscoring the need for educational practices that promote an inclusive and effective learning environment. The implemented psychoemotional support model proved to be an innovative pedagogical strategy, emphasizing the importance of reflection and dialogue spaces in the educational process. This approach not only facilitates the integration of students' personal experiences into their academic project but also encourages the conduct of meaningful research, highlighting the crucial role of teaching staff in the effectiveness of these pedagogical strategies.