Struggling between emotionality and rationality: insights into research supervisors’ motives and strategies for regulating graduate students’ emotions
通过对十位中国高校导师的访谈和观察，识别出他们调节研究生情绪的十四种策略和四种动机，揭示了情感与理性在其中的复杂互动，有助于改善师生关系并提升双方福祉与研究表现。
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.