Using Emotion Regulation to Cope with Challenges: A Study of Chinese Students in the United Kingdom

Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals

Y

13

Self Control; Stress Variables; Metacognition; Emotional Response; Asians; Study Abroad; Student Adjustment; Graduate Students; Emotional Experience; Student Behavior; Peer Relationship; Teacher Student Relationship; Foreign Countries; Coping; Cultural Influences; English (Second Language); Second Language Learning; Cultural Differences

10.1080/0305764X.2018.1472744

0305-764X

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.

As Provided

2019

EJ1209883