Les presentamos a continuación, un caso de nuestra investigación en el que los resultados obtenidos ilustran adecuadamente la dinámica capacitadora y la construcción de proyecto en una población estudiantil universitaria. El período estudiantil permite la transición de la adolescencia hacia la edad adulta, al igual que la transición de un estatus de practicante a la de un trabajador integrado en la red económica y social. Esta construcción social lleva consigo las marcas de las representaciones sociales inherentes a cada grupo; sin embargo estas son integradas por el individuo de manera personal influenciado por sus vivencias y por su capacidad subjetiva. Los resultados que les mostramos muestran que el sentimiento de ser capaz, que existe de manera tácita en el compromiso con un proyecto, está influenciado por estados emocionales y experienciales, y que este puede ser r...

We present our results using an illustrative exemplary case of our work on the dynamic capabilities and the construction of a project within a student population enrolled in university courses. This period of life allows the transition between adolescence and adulthood, but also between a state of learner to that of worker inserted into the economic fabric of society. This identity construction is based on the social representations inherent to each group, but their integration at the individual level is influenced by the subjective experience of each person. Our results show that the sense of being competent, which is part of being engaged in a project, is influenced by emotional and experiential states. This influence can also be readjusted to better reflect a current self-image when there is a supported reflexive process.

We present our results using an illustrative exemplary case of our work on the dynamic capabilities and the construction of a project within a student population enrolled in university courses. This period of life allows the transition between adolescence and adulthood, but also between a state of learner to that of worker inserted into the economic fabric of society. This identity construction is based on the social representations inherent to each group, but their integration at the individual level is influenced by the subjective experience of each person. Our results show that the sense of being competent, which is part of being engaged in a project, is influenced by emotional and experiential states. This influence can also be readjusted to better reflect a current self-image when there is a supported reflexive process.