Abstract
The article aims to identify several factors involved in the desirable affective climate in pre university education. This approach offered us the opportunity to observe numerous clinical cases of students having experienced emotional distress due to the i nefficiently managed institutionalized learning process. Subsequently, we aim to determine the aetiology of the emotional distress associated with the didactic act, including the main generators factors of the emotional students ’ distress, as well as some of the disturbing factors of the affective climate during the institutionalized learning process. Semantic analysis, qualitative analysis, and case study are some of the methodologies we used in this regard.
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