The article's supporting evidence is anecdotal and qualitative; empirical studies of impact on persistence, self-efficacy, and course climate are needed¶

Claim · All claims
Evidence · 1 study · design r1 · q1
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? The framework's evidence base is self-described as anecdotal and qualitative, drawn from reflective practice, with formal outcome studies still required. → François PARLANT 2025

Evidence¶

François PARLANT 2025¶

François PARLANT. (2025). Can You Feel It? A Practical Guide to Emotional Micro-Interventions for Higher Education Teachers (and Others). https://osf.io/tuw2a/overview doi:10.35542/osf.io/bmh7k_v1

q1 · i? · design · r1

Author's own limitation statement in Part 5.2. The article also lists authenticity, structural support, and cultural specificity as caveats: a forced or inauthentic tone "can backfire, breeding cynicism."

"Preliminary Evidence: The evidence presented here is anecdotal and qualitative, drawn from reflective practice. While grounded in robust theory, empirical studies measuring impact on outcomes like persistence, self-efficacy, and course climate are needed."

Discussion¶

Related Claims¶

• A reflection-structured assignment produced predominantly Strategic Dialogue content, offering preliminary, non-causal evidence that instructional framing may shift path distribution — related
• Formal theory offers advantages over common sense for guiding implementation, but empirical evidence of effectiveness is lacking — related
• Reflection interventions in higher education have a medium positive average effect on learning that varies with duration, peer interaction and the reflective activity used — related
• Reflective Practice Improves Outcomes When Structured — related