The Role of Tutor-Student Emotional Management on Teaching Quality in Higher Education Institutions in China
Main Article Content
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.
References
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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
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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
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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