Emotional Responses Toward a New Research Policy Among Academics in a Chinese University

Teacher emotion has received prominent attention in the field of education as they are closely related to teacher identity and teachers’ well-being. While many previous studies have taken teachers’ emotions in teaching as their research focuses, this study investigated university English as a foreig...

Descripción completa

Guardado en:

Detalles Bibliográficos
Autores principales:	Hua Lu, Xiaorong Zhang
Formato:	article
Lenguaje:	EN
Publicado:	Frontiers Media S.A. 2021
Materias:	emotion emotion regulation research practice research policy university EFL teacher-researchers Psychology BF1-990
Acceso en línea:	https://doaj.org/article/6e2525b6ce68442a8bd5cf108823de01
Etiquetas:	Agregar Etiqueta Sin Etiquetas, Sea el primero en etiquetar este registro!

id	oai:doaj.org-article:6e2525b6ce68442a8bd5cf108823de01
record_format	dspace
spelling	oai:doaj.org-article:6e2525b6ce68442a8bd5cf108823de012021-11-30T12:11:18ZEmotional Responses Toward a New Research Policy Among Academics in a Chinese University1664-107810.3389/fpsyg.2021.777472https://doaj.org/article/6e2525b6ce68442a8bd5cf108823de012021-11-01T00:00:00Zhttps://www.frontiersin.org/articles/10.3389/fpsyg.2021.777472/fullhttps://doaj.org/toc/1664-1078Teacher emotion has received prominent attention in the field of education as they are closely related to teacher identity and teachers’ well-being. While many previous studies have taken teachers’ emotions in teaching as their research focuses, this study investigated university English as a foreign language (EFL) teacher-researchers’ emotions and emotion regulation strategies in research in the context of a new research policy. One-on-one semi-structured interviews were conducted with seven EFL teacher-researchers at a Chinese university which implemented China’s new research policy of breaking the “five-only,” supplemented by the analysis of narrative frames and the institutional research documents. The data revealed that university EFL teacher-researchers experienced wide-ranging and diverse emotions at the micro-level, meso-level, and macro-level of research, with different attitudes toward the new research policy. They also employed multiple strategies of antecedent-focused and response-focused approaches to regulate emotions in research. This study helps unpack the complexity of emotions experienced by university teachers in research, and also calls for the attention of stakeholders to pay to the emotions and well-being of university EFL teachers.Hua LuXiaorong ZhangFrontiers Media S.A.articleemotionemotion regulationresearch practiceresearch policyuniversity EFL teacher-researchersPsychologyBF1-990ENFrontiers in Psychology, Vol 12 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	emotion emotion regulation research practice research policy university EFL teacher-researchers Psychology BF1-990
spellingShingle	emotion emotion regulation research practice research policy university EFL teacher-researchers Psychology BF1-990 Hua Lu Xiaorong Zhang Emotional Responses Toward a New Research Policy Among Academics in a Chinese University
description	Teacher emotion has received prominent attention in the field of education as they are closely related to teacher identity and teachers’ well-being. While many previous studies have taken teachers’ emotions in teaching as their research focuses, this study investigated university English as a foreign language (EFL) teacher-researchers’ emotions and emotion regulation strategies in research in the context of a new research policy. One-on-one semi-structured interviews were conducted with seven EFL teacher-researchers at a Chinese university which implemented China’s new research policy of breaking the “five-only,” supplemented by the analysis of narrative frames and the institutional research documents. The data revealed that university EFL teacher-researchers experienced wide-ranging and diverse emotions at the micro-level, meso-level, and macro-level of research, with different attitudes toward the new research policy. They also employed multiple strategies of antecedent-focused and response-focused approaches to regulate emotions in research. This study helps unpack the complexity of emotions experienced by university teachers in research, and also calls for the attention of stakeholders to pay to the emotions and well-being of university EFL teachers.
format	article
author	Hua Lu Xiaorong Zhang
author_facet	Hua Lu Xiaorong Zhang
author_sort	Hua Lu
title	Emotional Responses Toward a New Research Policy Among Academics in a Chinese University
title_short	Emotional Responses Toward a New Research Policy Among Academics in a Chinese University
title_full	Emotional Responses Toward a New Research Policy Among Academics in a Chinese University
title_fullStr	Emotional Responses Toward a New Research Policy Among Academics in a Chinese University
title_full_unstemmed	Emotional Responses Toward a New Research Policy Among Academics in a Chinese University
title_sort	emotional responses toward a new research policy among academics in a chinese university
publisher	Frontiers Media S.A.
publishDate	2021
url	https://doaj.org/article/6e2525b6ce68442a8bd5cf108823de01
work_keys_str_mv	AT hualu emotionalresponsestowardanewresearchpolicyamongacademicsinachineseuniversity AT xiaorongzhang emotionalresponsestowardanewresearchpolicyamongacademicsinachineseuniversity
_version_	1718406626877112320

Emotional Responses Toward a New Research Policy Among Academics in a Chinese University

Ejemplares similares