The process of constructing inequalities while learning emotional regulation in literary preparatory class (notice n° 555163)

détails MARC
000 -LEADER
fixed length control field 01312cam a2200157 4500500
005 - DATE AND TIME OF LATEST TRANSACTION
control field 20250121121840.0
041 ## - LANGUAGE CODE
Language code of text/sound track or separate title fre
042 ## - AUTHENTICATION CODE
Authentication code dc
100 10 - MAIN ENTRY--PERSONAL NAME
Personal name Laheyne, Cédric
Relator term author
245 00 - TITLE STATEMENT
Title The process of constructing inequalities while learning emotional regulation in literary preparatory class
260 ## - PUBLICATION, DISTRIBUTION, ETC.
Date of publication, distribution, etc. 2021.<br/>
500 ## - GENERAL NOTE
General note 65
520 ## - SUMMARY, ETC.
Summary, etc. This article focuses on how students in a literary preparatory class in a private school in the west of Paris learn to regulate their emotions. Preparatory class produces strict work environments, creating a specific relationship to time and schoolwork. Often unsettled on finding themselves in this institutional universe, the students learn to cope with a new and implicit dimension by working individually on their emotions and how they perceive them. We show how this work on emotions provides a means of adapting to the institutional constraints by fluctuating between engagement and distancing. This contribution seeks to highlight a particular use of emotion, whose rhythm and methods vary according to social and academic background.
786 0# - DATA SOURCE ENTRY
Note Revue française de pédagogie | o 209 | 4 | 2021-04-22 | p. 43-58 | 0556-7807
856 41 - ELECTRONIC LOCATION AND ACCESS
Uniform Resource Identifier <a href="https://shs.cairn.info/journal-revue-francaise-de-pedagogie-2020-4-page-43?lang=en&redirect-ssocas=7080">https://shs.cairn.info/journal-revue-francaise-de-pedagogie-2020-4-page-43?lang=en&redirect-ssocas=7080</a>

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