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.
Intervention, Self-Regulation, Feel, Resonance, Self-confidence, Self- Talk, Self-Awareness, Journaling
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Recommended APA Citation
Guérin, E., Arcand, I., & Durand-Bush, N. (2010). 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 Qualitative Report, 15(5), 1058-1079. Retrieved from http://nsuworks.nova.edu/tqr/vol15/iss5/2