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Reasoning and emotions have many complex relations which can hinder or benefit logical processing. Intending to investigate the influence of affective content on reasoning, we conducted a systematic review on scientific articles published on the Capes Journals Portal, Scielo, PubMed and Academic Google databases, retrieved using the descriptors (affective content OR evaluative content OR emotion*) AND (reasoning). After analysis and application of inclusion and exclusion criteria, 17 papers, two master's dissertations and one doctorate thesis remained. Only one study was conducted in Brazil. Research participants showed a worse performance in reasoning tasks composed by negative emotional content. However, negative emotional content influenced deductive reasoning positively when they proved to be relevant to the task. Hence, the reviewed studies suggest an importance of emotions for human reasoning. [ABSTRACT FROM AUTHOR]

College life presents a number of challenges for those entering higher education. Numerous research studies highlight the convergence of personal and contextual variables in the college adaptation process. This study aimed to investigate the relationship between problem solving, coping strategies, and procrastination among college students. Participants in this study were 200 Brazilian students (M=22.87; SD=2.8), 174 were from the Human Sciences, 28 from the Exact Sciences, 148 women and 52 men, who responded to three tasks on coping modes, procrastination and problem solving. The data were collected online in undergraduate groups at colleges and universities offering regular courses. The results indicated that certain coping modes and procrastination may explain, in part, problem-solving ability. In particular, problem-focused coping and social support and low levels of procrastination were associated with problem-solving ability, especially in the perseverance factor. Thus, students personal characteristics may contribute to achieving better academic results, to overcoming their obstacles, and to a more sensitive academic experience. [ABSTRACT FROM AUTHOR]