Abstract

This hermeneutic phenomenological study explored the lived experience of students on academic probation as they related to navigating the complexity of causal factors and their impact on self-regulated learning behaviors and motivation. Participants were students who had persisted at least one semester after being placed on academic probation at a small, private, liberal arts college in Western Canada. Data was collected through individual interviews with students using a protocol that was designed for the study. Interviews were transcribed, reduced to anecdotes, and then analyzed using a hermeneutic approach centered around the processes of epoché and reduction. Through these processes, emerging themes revealed the complexity of experiences faced by students on academic probation.

Keywords: academic probation, self-regulated learning, motivation, self-efficacy

How to Cite:

Gordon, E. N. (2024). “I feel like I was set up to fail”: Exploring the experiences of students on academic probation. Journal of the National Organization for Student Success, 1(2), 1-27. https://doi.org/10.61617/jnoss.31