Psychodynamic and identity processes in the development of final degree projects. Teaching strategies

Abstract

This study explores the influence of psycho-emotional dynamics and identity processes on the selection and development of thesis projects among psychology students at Rosario Castellanos University, utilizing a qualitative approach with semi-structured interviews and direct observation. It examines how the formation of a professional identity and the transition to adulthood interact with structural gaps between prior education and university methodological demands. The findings suggest that students often choose research topics that resonate with their personal experiences, which enhances motivation, but may compromise academic rigor due to emotional intensity. The research concludes with the need to integrate a psycho-pedagogical model in the thesis seminar that facilitates students' transition to the demands of scientific research and promotes their academic well-being. It suggests the implementation of pedagogical strategies that value the diversity of student experiences and foster an academic environment oriented towards educational justice and student success. This approach aims to improve educational outcomes and student well-being, preparing students not only with technical knowledge but also with the socio-emotional skills necessary for professional development.