Resumen

VERONICA-PAOLONI, Paola; CRISTINA-RINAUDO, María  y  SCHLEGEL, Daiana. Learner identity. A study about personal and situational influences with education university students. Sinéctica [online]. 2025, n.65, e1710.  Epub 06-Oct-2025. ISSN 2007-7033.  https://doi.org/10.31391/bmzt6983.

The purpose of this paper is to deepen our understanding of the influences exerted on the process of constructing learning identities. Drawing on current developments on the topic, we conducted an empirical study following the guidelines of a qualitative methodology. We worked with students taking psychology courses required for teacher training at a public university in Argentina. Data were collected using a questionnaire designed to explore representations and experiences related to their learning identities. Data analysis considered recommendations from grounded theory and implemented cross-coding procedures. The results indicated that students were able to recognize the influence of personal traits and the ties established in family and institutional contexts over their learning identities development. The study's conclusions include a broadening of the theoretical perspective, recognizing the influence of socioemotional competencies and the dynamic nature of identity construction processes. Regarding teaching practices, we emphasize the importance of the opportunities for participation that are provided for students, and the nature of the interactions and assessments that accompany or follow them.

Palabras llave : learning; meaningful experiences; socio-emotional competencies; contextual influences.

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