Exploring the role of feel in the creative experiences of modern dancers: a realist tale

Learning to self-regulate multi-dimensional felt experiences: The cases of four female medical students

“…As was apparent within each case, interpersonal relationships such as interactions with colleagues, patients, preceptors, friends, and family affected and were affected by each student's ability to self-regulate desired feel. Similar results also emerged in previous studies in which a feel-based intervention was carried 2008; Doell & Durand-Bush, 2006;Lussier-Ley & Durand-Bush, 2009), by the end of the selfregulation intervention, Ruby, Emelia, Marissa, and Sophie viewed feel as a subjective, multidimensional, dynamic, and holistic experience that varied over time based on their inner self and external environment. While each student identifi ed with the same multiple dimensions (i.e.…”

“…As demonstrated by Callary and Durand-Bush (2008), Arcand et al ( 2007), Doell et al ( 2006), andLussier-Ley &Durand-Bush ( 2009), the RPM was used as an intervention tool to help student-athletes identify how they wanted to feel across life and performance situations (e.g., preferred standards, Zimmerman, 2000), and to develop personal strategies to regulate their desired feel, particularly in the face of obstacles such as competitive pressure and stress from balancing academia and sport. The intervention process promoted self-observation, self-monitoring, and self-refl ection through journaling and multiple of how the participants in this study constructed their experiences and interpretations of feel and self-regulation.…”

“…An analysis of narratives, individual interventions were conducted in the present study, one way to synthesize and convey the rich experiential data to readers was through an analysis of narratives (Polkinghorne, 1988). Congruent with the constructivist paradigm (Guba & Lincoln, 2005), this was deemed an effective method to analyse and present the subjective stories of each participant (Callary & Durand-Bush, 2008;Lussier-Ley & Durand-Bush, 2009). …”

“…Since the aim of the resonance process is to nurture awareness, refl ection, and the self-regulation of desired felt experiences (i.e., align current and desired inner states or responses, Vohs & Baumeister, 2004), especially in the face of obstacles such as stress or adversity, and since it was perceived to be beneficial by student-athletes in several studies (Arcand et al, 2007;Callary & Durand-Bush, 2008;Doell et al, 2006;Lussier-Ley & Durand-Bush, 2009), it would seem noteworthy and innovative to apply it with medical students. Of importance, Schunk and Ertmer ( 2000) reported that little research has linked the process of self-regulation with specifi c interventions, thus more research is necessary to explore how self-regulated learning and performance may be facilitated.…”

“…It thus appears to be important to consider these infl uences when examining self-regulation if learning and instructional conditions (Schutz & Davis, 2000;Zimmerman, 1990) are to be maximized to allow students to evaluate, adjust, and monitor their progress toward achieving learning goals (Schunk & Ertmer, 2000). Exploring this in the context of medical education to determine if medical students can enhance their self-regulatory abilities to manage actively their personal needs and social and physical Some researchers have shown that individuals can learn to regulate how they feel by participating in a feel-based, person-centered intervention (Arcand, Durand-Bush & Miall, 2007;Callary & DurandBush, 2008;Doell, Durand-Bush & Newburg, 2006;Lussier-Ley & Durand-Bush, 2009). In these studies, feel was defi ned as a holistic, subjective, multidimensional experience mediated by one's ability to perceive, to be aware of, or to be conscious of one's inner self and environment.…”