Using emotion regulation to cope with challenges: a study of Chinese students in the United Kingdom

被引：6

作者：

Cheng, Ming ^{[1
]}

Friesen, Andrew ^{[2
]}

Adekola, Olalekan ^{[3
]}

机构：

[1] Univ East Anglia, Sch Educ & Lifelong Learning, Norwich, Norfolk, England

[2] Barry Univ, Dept Sport & Exercise Sci, Miami, FL USA

[3] York St John Univ, York, N Yorkshire, England

来源：

CAMBRIDGE JOURNAL OF EDUCATION | 2019年 / 49卷 / 02期

关键词：

Chinese international students; emotion regulation; studying abroad; peer interaction; INTERNATIONAL STUDENTS; INDIVIDUAL-DIFFERENCES; POSTGRADUATE STUDENTS; UK; TRANSITION; PERCEPTIONS; PERSONALITY; EXPERIENCES; ADAPTATION; ADJUSTMENT;

D O I：

10.1080/0305764X.2018.1472744

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

There is increasing research on the challenges that Chinese students experience during their time studying abroad, but limited studies have explored how they self-regulate their emotions to address these challenges. This paper identifies key stressors experienced by Chinese postgraduate students during their study in academic institutions in the United Kingdom as well as the emotion regulation strategies that they employed. Understanding the emotional experiences will provide important insights into Chinese students' learning behaviour and their choice of different emotion regulation strategies when interacting with peers and academic tutors. Emotion regulation strategies believed to improve individual student experiences and their interaction with tutors and peers are discussed.

引用

页码：133 / 145

页数：13

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