Application of neuroscience to university learning: implications for attention, emotional regulation and academic performance
DOI:
https://doi.org/10.64092/hx9q3e85Keywords:
Educational neuroscience, university learning, attention, emotional regulation, self-regulation, academic performanceAbstract
University learning presents a complex challenge, where knowledge acquisition is combined with the development of cognitive, socio-emotional, and metacognitive skills. Applying neuroscience to education allows us to understand how brain and emotional processes influence attention, working memory, motivation, and self-regulation—fundamental elements for optimizing academic performance. This article aims to analyze the application of neuroscience in higher education, evaluating its implications for attention, emotional regulation, and academic performance, in order to propose evidence-based pedagogical strategies that strengthen students' holistic learning. To this end, a qualitative-descriptive approach was adopted, based on a systematic review of recent literature in neuroeducation and cognitive psychology, considering empirical research, theoretical reviews, and meta-analyses that address emotional regulation, attention, self-regulation, and neuroeducational interventions. The findings indicate that integrating active learning strategies, direct instruction, metacognition, and emotional regulation significantly improves student concentration, information retention, and autonomy. Furthermore, the educational environment and the teacher's socio-emotional competence directly influence student motivation and participation. These results demonstrate that neuroscience applied to university learning provides concrete tools for designing educational environments that promote deep, sustained learning tailored to individual needs, contributing to students' holistic development and academic success.
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