The Role of Tutor-Student Emotional Management on Teaching Quality in Higher Education Institutions in China

Main Article Content

Longjie Wang
School of Education, University of Nottingham, Nottingham NG8 1BB, UK

DOI: https://doi.org/10.70267/jw1a7b50

Keywords

emotions, higher education, China, strategies

Abstract

The ability to manage emotions is critical to the development of higher education. In this study, in order to enrich the literature on higher education in China, a total of five students were interviewed about their perceptions of their own and their tutors' emotion management. The results showed that the impact of emotion management on teaching quality was significant. The study also found that there are many challenges in carrying out emotion management in the Chinese higher education environment, and strategies are needed to address emotions in order to improve the current situation.

Abstract 83 | PDF Downloads 9

References

  • Alam, A., & Ahmad, M. (2018). The role of teachers’ emotional intelligence in enhancing student achievement. Journal of Asia Business Studies, 12(1), 31-43. https://doi.org/10.1108/JABS-08-2015-0134
  • Aldrup, K., Carstensen, B., & Klusmann, U. (2024). The role of teachers’ emotion regulation in teaching effectiveness: A systematic review integrating four lines of research. Educational Psychologist, 59(2), 89-110. https://doi.org/10.1080/00461520.2023.2282446
  • Anderson, V., Rabello, R., Wass, R., Golding, C., Rangi, A., Eteuati, E., ... & Waller, A. (2020). Good teaching as care in higher education. Higher Education, 79, 1-19. https://doi.org/10.1007/s10734-019-00392-6
  • Antoniadou, M., & Quinlan, K. M. (2021). Holding true or caving in? Academics’ values, emotions, and behaviors in response to higher education reforms. Higher Education Policy, 1-20. https://doi.org/10.1057/s41307-021-00225-1
  • Ashforth, B. E., & Humphrey, R. H. (1995). Emotion in the workplace: A reappraisal. Human relations, 48(2), 97-125. https://doi.org/10.1177/001872679504800201
  • Barkley, E. F., Major, C. H., & Cross, K. P. (2014). Collaborative learning techniques: A handbook for college faculty. John Wiley & Sons.
  • Beiter, R., Nash, R., McCrady, M., Rhoades, D., Linscomb, M., Clarahan, M., & Sammut, S. (2015). The prevalence and correlates of depression, anxiety, and stress in a sample of college students. Journal of affective disorders, 173, 90-96. https://doi.org/10.1016/j.jad.2014.10.054
  • Bell, J. (2014). Doing Your Research Project: A guide for first-time researchers. McGraw-hill education (UK).
  • Blaxter, L., Hughes, C., & Tight, M. (2010). How to research. McGraw-Hill Education.
  • Bogdan, R., & Biklen, S. K. (1997). Qualitative research for education (Vol. 368). Boston, MA: Allyn & Bacon.
  • Bonilla R, P., Armadans, I., & Anguera, M. T. (2020, June). Conflict mediation, emotional regulation and coping strategies in the educational field. In Frontiers in Education (Vol. 5, p. 50). Frontiers Media SA. https://doi.org/10.3389/feduc.2020.00050
  • Briggs, A., Coleman, M., & Morrison, M. (Eds.). (2012). Research methods in educational leadership and management. SAGE Publications, Limited. https://ebookcentral.proquest.com/lib/nottingham/detail.action?docID=4004042.
  • Burić, I., & Frenzel, A. C. (2023). Teacher emotions are linked with teaching quality: Cross-sectional and longitudinal evidence from two field studies. Learning and instruction, 88, 101822. https://doi.org/10.1016/j.learninstruc.2023.101822
  • Chaudhry, S., Tandon, A., Shinde, S., & Bhattacharya, A. (2024). Student psychological well-being in higher education: The role of internal team environment, institutional, friends and family support and academic engagement. Plos one, 19(1), e0297508. https://doi.org/10.1371/journal.pone.0297508
  • Cherkowski, S., Kutsyuruba, B., Walker, K., & Crawford, M. (2021). Conceptualising leadership and emotions in higher education: wellbeing as wholeness. Journal of Educational Administration and History, 53(2), 158-171. https://doi.org/10.1080/00220620.2020.1828315
  • Cladellas, R., & Castelló, A. (2011). University Professors' Stress and Perceived State of Health in Relation to Teaching Schedules. Electronic Journal of Research in Educational Psychology, 9(1).
  • Cohen, L., Manion, L., & Morrison, K. (2017). Research methods in education. Taylor & Francis Group. https://ebookcentral.proquest.com/lib/nottingham/detail.action?docID=5103697.
  • Creagh, S., Thompson, G., Mockler, N., Stacey, M., & Hogan, A. (2023). Workload, work intensification and time poverty for teachers and school leaders: A systematic research synthesis. Educational Review, 1-20. https://doi.org/10.1080/00131911.2023.2196607
  • Dai, K., Matthews, K. E., & Shen, W. (2024). ‘It is difficult for students to contribute’: investigating possibilities for pedagogical partnerships in Chinese universities. Teaching in Higher Education, 29(2), 584-598. https://doi.org/10.1080/13562517.2021.2015752
  • Denscombe, M. (2021). The good research guide : Research methods for small-scale social research projects: open up study skills. McGraw-Hill Education.
  • Ding, X., De Costa, P. I., & Tian, G. (2022). Spiral emotion labor and teacher development sustainability: a longitudinal case study of veteran college English lecturers in China. Sustainability, 14(3), 1455. https://doi.org/10.3390/su14031455
  • Freire, C., Ferradás, M. D. M., Regueiro, B., Rodríguez, S., Valle, A., & Núñez, J. C. (2020). Coping strategies and self-efficacy in university students: A person-centered approach. Frontiers in psychology, 11, 841. https://doi.org/10.3389/fpsyg.2020.00841
  • Frenzel, A. C., Daniels, L., & Burić, I. (2021). Teacher emotions in the classroom and their implications for students. Educational Psychologist, 56(4), 250-264. https://doi.org/10.1080/00461520.2021.1985501
  • Gao, Q., & Wei, Y. (2024). Understanding the cultivation mechanism for mental health education of college students in campus culture construction from the perspective of deep learning. Current Psychology, 43(2), 1715-1732. https://doi.org/10.1007/s12144-023-04320-x
  • Gilar-Corbí, R., Pozo-Rico, T., Sánchez, B., & Castejón, J. L. (2018). Can emotional competence be taught in higher education? A randomized experimental study of an emotional intelligence training program using a multimethodological approach. Frontiers in psychology, 9, 1039. https://doi.org/10.3389/fpsyg.2018.01039
  • Given, L. M. (Ed.). (2008). The Sage encyclopedia of qualitative research methods. Sage publications.
  • Greenhaus, J. H., Allen, T. D., & Spector, P. E. (2006). Health consequences of work–family conflict: The dark side of the work–family interface. In Employee health, coping and methodologies (pp. 61-98). Emerald Group Publishing Limited. https://doi.org/10.1016/S1479-3555 (05)05002-X
  • Hagenauer, G., & Volet, S. (2014). ‘I don’t think I could, you know, just teach without any emotion’: Exploring the nature and origin of university teachers’ emotions. Research papers in education, 29(2), 240-262. https://doi.org/10.1080/02671522.2012.754929
  • Han, J., Yin, H., & Wang, J. (2020). Examining the relationships between job characteristics, emotional regulation and university teachers’ well-being: The mediation of emotional regulation. Frontiers in Psychology, 11, 1727. https://doi.org/10.3389/fpsyg.2020.01727
  • Hargreaves, A. (1998). The emotional practice of teaching. Teaching and teacher education, 14(8), 835-854. https://doi.org/10.1016/S0742-051X(98)00025-0
  • Hennink, M., Hutter, I., & Bailey, A. (2020). Qualitative research methods. Sage.
  • Jian, H., & Mols, F. (2019). Modernizing China's tertiary education sector: Enhanced autonomy or governance in the shadow of hierarchy?. The China Quarterly, 239, 702-727. https://doi.org/10.1017/S0305741019000079
  • Kahu, E., Stephens, C., Leach, L., & Zepke, N. (2015). Linking academic emotions and student engagement: Mature-aged distance students’ transition to university. Journal of Further and Higher Education, 39(4), 481-497. https://doi.org/10.1080/0309877X.2014.895305
  • Krone, K. J., & Morgan, J. M. (2000). Emotion metaphors in management: The Chinese experience. Emotion in organizations, 83-100. http://digital.casalini.it/9781412932011 - Casalini id: 4913554
  • Ladejo, J. (2023). A thematic analysis of the reported effect anxiety has on university students. Education and Urban Society, 55(3), 289-313. https://doi.org/10.1177/00131245211062512
  • Lee, J. C. K., Zhang, Z., & Yin, H. (2011). A multilevel analysis of the impact of a professional learning community, faculty trust in colleagues and collective efficacy on teacher commitment to students. Teaching and teacher education, 27(5), 820-830. https://doi.org/10.1016/j.tate.2011.01.006
  • Maamari, B. E., & Salloum, Y. N. (2023). The effect of high emotionally intelligent teachers on their teaching effectiveness at universities: the moderating effect of personality traits. International Journal of Educational Management, 37(3), 575-590. https ://doi.org/10.1108/IJEM-12-2020-0565
  • Mayo, BS, D., & Le, PhD, B. (2023). Perceived discrimination and mental health in college students: A serial indirect effects model of mentoring support and academic self-concept. Journal of American College Health, 71(4), 1184-1195. https://doi.org/10.1080/07448481.2021.1924725
  • Morgan, D. L. (2018). Living within blurry boundaries: The value of distinguishing between qualitative and quantitative research. Journal of mixed methods research, 12(3), 268-279. https://doi.org/10.1177/1558689816686433
  • Morgan, G., & Smircich, L. (1980). The case for qualitative research. Academy of management review, 5(4), 491-500. https://doi.org/10.5465/amr.1980.4288947
  • Myyry, L., Karaharju-Suvanto, T., Vesalainen, M., Virtala, A. M., Raekallio, M., Salminen, O., ... & Nevgi, A. (2020). Experienced academics' emotions related to assessment. Assessment & Evaluation in Higher Education. https://doi.org/10.1080/02602938.2019.1601158
  • Nalipay, M. J. N., King, R. B., & Cai, Y. (2024). Happy Teachers Make Happy Students: The Social Contagion of Well-Being from Teachers to Their Students. School Mental Health, 1-13. https://doi.org/10.1007/s12310-024-09688-0
  • Ning, X., Wong, J. P. H., Huang, S., Fu, Y., Gong, X., Zhang, L., ... & Jia, C. X. (2022). Chinese university students’ perspectives on help-seeking and mental health counseling. International journal of environmental research and public health, 19(14), 8259. https://doi.org/10.3390/ijerph19148259
  • Pan, W., Cotton, D., & Murray, P. (2014). Linking research and teaching: Context, conflict and complementarity. Innovations in Education and Teaching International, 51(1), 3-14. https://doi.org/10.1080/14703297.2013.847794
  • Parrish, D. R. (2015). The relevance of emotional intelligence for leadership in a higher education context. Studies in Higher Education, 40(5), 821-837. https://doi.org/10.1080/03075079.2013.842225
  • Pekrun, R. (2019). Inquiry on emotions in higher education: progress and open problems. Studies in Higher Education, 44(10), 1806-1811. https://doi.org/10.1080/03075079.2019.1665335
  • Peterson, E. R., Brown, G. T., & Jun, M. C. (2015). Achievement emotions in higher education: A diary study exploring emotions across an assessment event. Contemporary Educational Psychology, 42, 82-96. https://doi.org/10.1016/j.cedpsych.2015.05.002
  • Pointon-Haas, J., Waqar, L., Upsher, R., Foster, J., Byrom, N., & Oates, J. (2024). A systematic review of peer support interventions for student mental health and well-being in higher education. BJPsych open, 10(1), e12. https://doi.org/10.1192/bjo.2023.603
  • Postareff, L., & Lindblom-Ylänne, S. (2011). Emotions and confidence within teaching in higher education. Studies in Higher education, 36(7), 799-813. https://doi.org/10.1080/03075079.2010.483279
  • Pring, R. (2015). Philosophy of Educational Research (Third). London: Bloomsbury Publishing Plc. https://ebookcentral.proquest.com/lib/nottingham/detail.action?docID=564292.
  • Quinlan, K. M. (2016). How emotion matters in four key relationships in teaching and learning in higher education. College Teaching, 64(3), 101-111. https://doi.org/10.1080/87567555.2015.1088818
  • Schutz, P. A., & DeCuir, J. T. (2002). Inquiry on emotions in education. Educational psychologist, 37(2), 125-134. https://doi.org/10.1207/S15326985EP3702_7
  • Shafait, Z., Khan, M. A., Sahibzada, U. F., Dacko-Pikiewicz, Z., & Popp, J. (2021). An assessment of students’ emotional intelligence, learning outcomes, and academic efficacy: A correlational study in higher education. Plos one, 16(8), e0255428. https://doi.org/10.1371/journal.pone.0255428
  • Shen, H., & Xiong, J. (2015). An empirical study on impact factors of faculty remuneration across 18 higher education systems. Forming, recruiting and managing the academic profession, 163-185. https://doi.org/10.1007/978-3-319-16080-1_9
  • Si, J. (2024). Higher education teachers’ professional well-being in the rise of managerialism: insights from China. Higher Education, 87(4), 1121-1138. https://doi.org/10.1007/s10734-023-01056-2
  • Soliman, M., Sinha, R., Di Virgilio, F., Sousa, M. J., & Figueiredo, R. (2023). Emotional intelligence outcomes in higher education institutions: Empirical evidence from a Western context. Psychological reports, 00332941231197165. https://doi.org/10.1177/00332941231197165
  • Stephen, D. E., O'Connell, P., & Hall, M. (2008). ‘Going the extra mile’,‘fire-fighting’, or laissez-faire? Re-evaluating personal tutoring relationships within mass higher education. Teaching in Higher Education, 13(4), 449-460.
  • Sun, W., Wu, H., & Wang, L. (2011). Occupational stress and its related factors among university teachers in China. Journal of occupational health, 53(4), 280-286. https://doi.org/10.1080/13562510802169749
  • Taber, K. (2013). Classroom-based research and evidence-based practice: An introduction. http://digital.casalini.it/9781446281505
  • Tam, A. C. F. (2015). The role of a professional learning community in teacher change: A perspective from beliefs and practices. Teachers and Teaching, 21(1), 22-43. https://doi.org/10.1080/13540602.2014.928122
  • Teixeira, R. J., Brandão, T., & Dores, A. R. (2022). Academic stress, coping, emotion regulation, affect and psychosomatic symptoms in higher education. Current Psychology, 41(11), 7618-7627. https://doi.org/10.1007/s12144-020-01304-z
  • Tian, M., & Lu, G. (2017). What price the building of world-class universities? Academic pressure faced by young lecturers at a research-centered University in China. Teaching in Higher Education, 22(8), 957-974. https://doi.org/10.1080/13562517.2017.1319814
  • Tsang, K. K., & Kwong, T. L. (2017). Teachers’ emotions in the context of education reform: labor process theory and social constructionism. British Journal of Sociology of Education, 38(6), 841-855. https://doi.org/10.1080/01425692.2016.1182007
  • Wang, K., Chung, C. K. L., Xu, J., & Cheung, A. C. K. (2024). Can the locked-in be unlocked? University stratification in China under state-led quest for world-class universities. Higher Education Policy, 37(1), 1-20. https://doi.org/10.1057/s41307-022-00290-0
  • Wang, Y., & Hsu, K. C. (2023, June). How Teaching Quality and Students’ Academic Emotions Influence University Students’ Learning Effecitiveness. In International Workshop on Learning Technology for Education Challenges (pp. 328-341). Cham: Springer Nature Switzerland. https://doi.org/10.1007/978-3-031-34754-2_26
  • Warrier, U., John, M., & Warrier, S. (2021). Leveraging emotional intelligence competencies for sustainable development of higher education institutions in the new normal. FIIB Business Review, 10(1), 62-73. https://doi.org/10.1177/2319714521992032
  • Wijbenga, L., van der Velde, J., Korevaar, E. L., Reijneveld, S. A., Hofstra, J., & de Winter, A. F. (2024). Emotional problems and academic performance: the role of executive functioning skills in undergraduate students. Journal of Further and Higher Education, 48(2), 196-207. https://doi.org/10.1080/0309877X.2023.2300393
  • Wong, W. H., & Chapman, E. (2023). Student satisfaction and interaction in higher education. Higher education, 85(5), 957-978. https://doi.org/10.1007/s10734-022-00874-0
  • Woods, P. R., & Lamond, D. A. (2011). What would Confucius do?–Confucian ethics and self-regulation in management. Journal of Business Ethics, 102, 669-683. https://doi.org/10.1007/s10551-011-0838-5
  • Yang, R., You, X., Zhang, Y., Lian, L., & Feng, W. (2019). Teachers’ mental health becoming worse: the case of China. International Journal of Educational Development, 70, 102077. https://doi.org/10.1016/j.ijedudev.2019.102077
  • Yang, X., Zhang, P., Zhao, J., Zhao, J., Wang, J., Chen, Y. U., ... & Zhang, X. (2016). Confucian culture still matters: The benefits of Zhongyong thinking (doctrine of the mean) for mental health. Journal of Cross-Cultural Psychology, 47(8), 1097-1113. https://doi.org/10.1177/0022022116658260
  • Yin, H., Lu, G., & Wang, W. (2014). Unmasking the teaching quality of higher education: Students’ course experience and approaches to learning in China. Assessment & Evaluation in Higher Education, 39(8), 949-970. https://doi.org/10.1080/02602938.2014.880107
  • Zhang, Q., & Zhu, W. (2008). Exploring emotion in teaching: Emotional labor, burnout, and satisfaction in Chinese higher education. Communication Education, 57(1), 105-122. https://doi.org/10.1080/03634520701586310
  • Zheng, S., Heydarnejad, T., & Aberash, A. (2022). Modeling the interplay between emotion regulation, self-efficacy, and L2 grit in higher education. Frontiers in Psychology, 13, 1013370. https://doi.org/10.3389/fpsyg.2022.1013370
  • Zhoc, K. C., King, R. B., Chung, T. S., & Chen, J. (2020). Emotionally intelligent students are more engaged and successful: examining the role of emotional intelligence in higher education. European Journal of Psychology of Education, 35(4), 839-863. https://doi.org/10.1007/s10212-019-00458-0
  • Zurita-Ortega, F., Olmedo-Moreno, E. M., Chacón-Cuberos, R., Exposito Lopez, J., & Martínez-Martínez, A. (2020). Relationship between leadership and emotional intelligence in teachers in universities and other educational centres: A structural equation model. International Journal of Environmental Research and Public Health, 17(1), 293. https://doi.org/10.3390/ijerph1701029

Article Sidebar

PDF
Published
Nov 7, 2024
Issue
Vol. 1 No. 2 (2024)
Section
Research Articles
Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

How to Cite

Wang, L. (2024). The Role of Tutor-Student Emotional Management on Teaching Quality in Higher Education Institutions in China. Education Research, 1(2), 51-75. https://doi.org/10.70267/jw1a7b50