Abstract
ABSTRACT In graduate education, research supervisors’ regulation of graduate students’ emotions significantly affects their research productivity and well-being. This study explored the distinct strategies and underlying motives behind supervisors’ extrinsic emotion regulation during their interactions with students. Data were collected through semi-structured interviews, observations during meetings, and document analysis involving ten research supervisors from Chinese higher education institutions. The study identified fourteen regulation strategies and four underlying motives employed by supervisors. These findings underscore the intricate interplay between supervisors’ emotionality and rationality in regulating students’ emotions, offering implications for enhancing relationships and promote the well-being and research performance of both supervisors and graduate students.
Published Version
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