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

Autor/inn/en	Cheng, Ming; Friesen, Andrew; Adekola, Olalekan
Titel	Using Emotion Regulation to Cope with Challenges: A Study of Chinese Students in the United Kingdom
Quelle	In: Cambridge Journal of Education, 49 (2019) 2, S.133-145 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-764X
DOI	10.1080/0305764X.2018.1472744
Schlagwörter	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; United Kingdom + Suchen Sie Ihr Suchwort? Selbstbeherrschung; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Emotionales Verhalten; Asian; Asiat; Asiatin; Asiaten; Asiate; Studies abroad; Auslandsstudium; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Graduate Study; Aufbaustudium; Graduiertenstudium; Hauptstudium; Student behaviour; Schülerverhalten; Peer-Beziehungen; Teacher student relationships; Lehrer-Schüler-Beziehung; Ausland; Bewältigung; Cultural influence; Kultureinfluss; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Kultureller Unterschied; Großbritannien
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01