Accompagner les étudiant·es universitaires dans la régulation des émotions vécues dans l’apprentissage: pistes d’intervention

he academic achievement devices organized in first year at university aim to facilitate the students transition from high school to university. Focused on the teaching of learning methodologies, on a refresher course in a particular subject or on work on the students personal and professional project, they take little account of the emotional dimension of learning. However, emotions experienced in the first year of university, particularly in the period of preparation of exams are a key factor in the adaptation and success of the student. Indeed, the student' ability to regulate emotions experienced during study is crucial for the pursuit of his educational goals. This article proposes avenues of reflection and intervention for methodological coaches in order to integrate academic emotions and their regulation within the academic achievement devices offered at University. The content of this article is based on empirical results from a doctoral thesis.