Emotions in the context of education have been referred to by a representative group of authors as academic emotions, which have been studied from different perspectives, taking into account their impact on the learning process. This article proposes a reflection based on a systematic review of the issues related to academic emotions that are most often taken into account when students take initial or introductory programming courses. We intend that these academic emotions can be taken into account in order to generate a greater probability of reducing the dropout rates in women who decide to train in the areas related to computer science and software engineering.
