Abstract

In this work an analysis of emotions is performed when starting a first year university course, in context Covid-19. 40 students participated in the study, and the identification of emotions was carried out using the Positive Affect and Negative Affect Schedule, panas, questionnaire. The contribution of this work is to interpret the results at the group level. Using hierarchical clustering, groups are formed and characterized, being labeled as optimistic, realistic, pessimistic, and indifferent. Membership in these groups is validated by discriminant analysis. The identification and characterization of these groups can direct pedagogical actions, and thus constitute a valuable input at key moments of the teaching-learning process.