A View from the Inside: An In-Depth Look at a Female University Student\u27s Experience with a Feel-Based Intervention to Enhance Self-Confidence and Self-Talk

The primary goal of this investigation was to document, using the participatory paradigm, a female university student\u27s experience with a feel-based intervention intended to enhance the quality of her academic experiences including her self-confidence and self-talk. In this unique qualitative case study, the student participated in a 15-week intervention that included multiple in-depth interviews and regular journaling, both of which prompted regular self-monitoring and self-reflection. A narrative account illustrates how the student learned to regulate the way she felt through the intervention, leading to increased self-awareness and self-control, as well as enhanced self-talk and self-confidence

“When You Fail, You Feel Like a Failure” : One Student’s Experience of Academic Probation and an Academic Support Program

This in-depth, qualitative study explored the experience of academic probation. It recounts the story of Mark, an undergraduate student on academic probation who participated in an academic support program to attain good academic standing. His story is contrasted to the current literature on academic probation and is considered in light of Dewey’s (1958,1938/1997, 1934/2005) theory of experience. This paper offers an important contribution to the literature on higher education by revealing a rich, complex, and unique experience which illustrates that Mark does not correspond to the typical image of probationary students depicted in the literature. This article breaks away from an oversimplified portrayal of probationary students, offers a provisional conceptualization of academic probation, and calls for further definition of the notion of academic probation. Cette étude qualitative et détaillée a porté sur l’expérience de la probation académique. Elle évoque l’histoire de Mark, un étudiant du premier cycle en probation académique qui a participé à un programme d’appui académique en vue d’améliorer son rendement. Nous comparons son histoire à la littérature actuelle sur la probation académique et l’examinons à la lumière de la théorie de l’expérience de Dewey (1958; 1938/1997; 1934/2005). Cet article représente une contribution importante à la littérature sur l’enseignement supérieur en décrivant une expérience riche, complexe et unique qui démontre que Mark ne correspond pas à l’image type des étudiants en probation tel qu’illustrée dans la littérature. Cet article s’éloigne de la représentation exagérément simplifiée des étudiants en probation, offre une conceptualisation provisoire de la probation académique et évoque le besoin d’une nouvelle définition de la notion de la probation académique

L’expérience de la probation académique ou « C’tu juste moi qui est pas capable au niveau universitaire? » : Une étude de cas

This in-depth qualitative study explored the experience of academic probation. It recounts the story of Manelle, an undergraduate student on academic probation who participated in an academic support program to attain good academic standing. Specifically, Manelle’s story is contrasted to current research and examined in light of Dewey’s theory of experience. This paper offers an important contribution to the literature on higher education by revealing a rich, complex and unique experience and thus breaking away from the stereotypical image of probationary students often depicted in literature

A View from the Inside: An In-Depth Look at a Female University Student's Experience with a Feel-Based Intervention to Enhance Self-Confidence and Self-Talk

The primary goal of this investigation was to document, using the participatory paradigm, a female university student's experience with a feel-based intervention intended to enhance the quality of her academic experiences including her self-confidence and self-talk. In this unique qualitative case study, the student participated in a 15-week intervention that included multiple in-depth interviews and regular journaling, both of which prompted regular self-monitoring and self-reflection. A narrative account illustrates how the student learned to regulate the way she felt through the intervention, leading to increased self-awareness and self-control, as well as enhanced self-talk and self-confidence.</jats:p

Le Signwriting comme outil pour apprendre le français écrit : une contribution à la construction identitaire de jeunes Sourds en milieu francophone minoritaire?

Cet article présente les résultats d’une recherche-action collaborative (Savoie-Zajc, 1999) visant à observer ce qui se passe chez les élèves qui reçoivent pour la première fois un enseignement du Signwriting (SW), de même que chez les d’intervenants qui le dispensent. Le SW s’avère un outil prometteur pour faciliter l’apprentissage du français écrit — langue de la majorité entendante — chez les élèves dont la langue première est la langue des signes québécoise. Nous nous sommes particulièrement intéressés à l’apport du SW comme moyen pour l’élève Sourd de se construire une identité par rapport à une population majoritaire entendante et aussi anglophone.This article describes the results of a study conducted using a collaborative action-research framework (Savoie-Zajc, 1999) with a view to observing students’ reactions when they were taught Signwriting (SW) for the first time, as well as their teachers’ practices when teaching it for the first time. SW appears to be a promising tool for promoting student learning of written French, which is the language of the hearing majority for these students whose first language was Langue des signes québécoise (LSQ). We were particularly interested in the addition of SW as a means for the Deaf student to construct an identity distinct from that of the hearing majority as well as of the English-speaking majority