Cheng, Ming, Friesen, Andrew and Adekola, Olalekan ORCID: https://orcid.org/0000-0001-9747-0583 (2018) Using emotion regulation to cope with challenges: a study of Chinese students in the United Kingdom. Cambridge Journal of Education, 49 (2). pp. 133-145.

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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.

Item Type:	Article
Additional Information:	"This is an accepted version of an article published by Taylor & Francis Group in Cambridge Journal of Education, on 22/05/2018 available online: https://www.tandfonline.com/doi/full/10.1080/0305764X.2018.1472744"
Status:	Published
DOI:	10.1080/0305764X.2018.1472744
Subjects:	G Geography. Anthropology. Recreation > G Geography (General) L Education > L Education (General)
School/Department:	School of Humanities
URI:	https://ray.yorksj.ac.uk/id/eprint/3116

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