Underachieving student experiences in the INSTALL programs: the use of student narratives

The seventh chapter—Underachieving student experiences in the INSTALL programs: The use of student narratives (G. Esposito, J.M. Lavié-Martínez, D.F. Stănescu, E.M. Iorga)—analyses the reflection and reflexivity processes and examines the main topics emerging in the low, high, and decisional turning points of the writing mode of the INSTALL Project. Specifically, it presents a multimethod qualitative analysis on the narratives written by Italian, Romanian, and Spanish students enrolled in the INSTALL programs. The findings are discussed by highlighting the similarities and differences in the reflexive process promoted by the three narrative assignments in three example groups, and through a discussion on the cross-sectional themes emerging from the narratives.