Abstract
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.
Original language | English |
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Pages (from-to) | 133-145 |
Number of pages | 13 |
Journal | Cambridge Journal of Education |
Volume | 49 |
Issue number | 2 |
Early online date | 22 May 2018 |
DOIs | |
Publication status | Published - 4 Mar 2019 |
Keywords
- Chinese international students
- emotion regulation
- peer interaction
- studying abroad