TY - JOUR
T1 - Using emotion regulation to cope with challenges
T2 - a study of Chinese students in the United Kingdom
AU - Cheng, Ming
AU - Friesen, Andrew
AU - Adekola, Olalekan
PY - 2019/3/4
Y1 - 2019/3/4
N2 - 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.
AB - 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.
KW - Chinese international students
KW - emotion regulation
KW - peer interaction
KW - studying abroad
UR - http://www.scopus.com/inward/record.url?scp=85047198017&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85047198017&partnerID=8YFLogxK
U2 - 10.1080/0305764X.2018.1472744
DO - 10.1080/0305764X.2018.1472744
M3 - Article (journal)
AN - SCOPUS:85047198017
SN - 0305-764X
VL - 49
SP - 133
EP - 145
JO - Cambridge Journal of Education
JF - Cambridge Journal of Education
IS - 2
ER -