A Study on Chinese Academic Emotions and Emotion Regulation   Strategies   among University Students in the Czech Republic and Slovakia

Yachong  Li

doi:10.54691/fk43tv06

Authors

Yachong Li

DOI:

https://doi.org/10.54691/fk43tv06

Keywords:

Teaching Chinese as a foreign language; academic emotions; emotion regulation strategies.

Abstract

This study employed the Chinese academic emotions scale and the Emotion Regulation Questionnaire (ERQ) to survey nine university students from the Czech Republic and Slovakia. The results indicate that the mean score for positive academic emotions was significantly higher than that for negative academic emotions during the process of learning Chinese. No significant gender differences were found. Academic achievement showed a strong correlation with negative emotions and a weak correlation with positive emotions. Overall, the participants' use of emotion regulation strategies leaned toward the cognitive reappraisal strategy.

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