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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Creative Commons Attribution-Noncommercial 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 International License.




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