{"id":{"repo_id":"buffalo","oai_identifier":"oai:ubir.buffalo.edu:10477/80932"},"canonical_url":"https://search.dev.ndltd.org/etd/buffalo/oai:ubir.buffalo.edu:10477/80932","repository":{"repo_id":"buffalo","name":"Buffalo","base_url":"https://ubir.buffalo.edu/oai/request"},"display":{"title":"Chinese Graduate Students' Emotional Experiences and Adjustment in the United States: A Comparative Case Study","abstract":"Ph.D.","abstract_html":"Ph.D.","abstract_has_math":false,"creators":["Heckman, Chihiro"],"institution":"State University of New York at Buffalo","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":["Wang, X. Christine","Learning and Instruction"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2019,"date_issued":"2019-10-29T16:48:16Z","date_published":"2019-10-29T16:48:16Z","updated_at":"2026-07-27T19:05:28Z","subjects":["foreign language education","education"],"languages":["eng"],"rights":["Users of works found in University at Buffalo Institutional Repository (UBIR) are responsible for identifying and contacting the copyright owner for permission to reuse. University at Buffalo Libraries do not manage rights for copyright-protected works and cannot assist with permissions.","Copyright retained by author."],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/10477/80932","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Wang, X. Christine","Learning and Instruction"]},{"key":"dc:creator","label":"Author","values":["Heckman, Chihiro"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2019-10-29T16:48:16Z","2019","2019-08-08 17:55:34"]},{"key":"dc:publisher","label":"Institution","values":["State University of New York at Buffalo"]},{"key":"dc:type","label":"Dc Type","values":["Text","Dissertation"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["foreign language education","education"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["eng"]},{"key":"dc:rights","label":"Dc Rights","values":["Users of works found in University at Buffalo Institutional Repository (UBIR) are responsible for identifying and contacting the copyright owner for permission to reuse. University at Buffalo Libraries do not manage rights for copyright-protected works and cannot assist with permissions.","Copyright retained by author."]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/10477/80932"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Ph.D.","Although second language acquisition (SLA) researchers have studied second-language (L2) learners’ affective experiences as they learn the L2 (e.g., motivation, attitude toward L2 and L2-speaking populations), our understanding of their emotional experiences as they use it is still quite limited. To address this gap, the purpose of this case study is to understand the emotional experiences that international graduate students went through over the course of the first year of study abroad and explore the relationship between the emotional experiences and adjustment to their academic and social lives in the U.S. Adapting activity theory and emotion regulation, this study focused on these four research questions: 1) What types of emotions do international students report experiencing during the first year of their study abroad? 2) Which aspects of the students’ activity elicit such emotions? 3) How do international students report regulating emotions? 4) What is the relationship between the reported emotion regulation and students’ adjustment in their lives of study abroad in the U.S.? The case study compared two Chinese students: A female master’s student (Kim) and a male Ph.D. student (Shaokang). The data were collected throughout their first year of study abroad in the U.S., and the sources included a written narrative, three sets of classroom observations and stimulated-recall interviews, monthly reflection journal entries, reflection interviews at the end of each semester, and a retrospective narrative two years after they started their programs. The first phase of data analysis was to identify the types of emotions and analyze them within the activity system to answer the first research question. Consequently, I examined emotion regulation strategies that were adopted by the participants to cope with the aforementioned emotions and how those strategies led to their intercultural adjustment."]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["Chinese Graduate Students' Emotional Experiences and Adjustment in the United States: A Comparative Case Study"]}]}],"canonical_facts":{"dc:contributor":["Wang, X. Christine","Learning and Instruction"],"dc:creator":["Heckman, Chihiro"],"dc:date":["2019-10-29T16:48:16Z","2019","2019-08-08 17:55:34"],"dc:description":["Ph.D.","Although second language acquisition (SLA) researchers have studied second-language (L2) learners’ affective experiences as they learn the L2 (e.g., motivation, attitude toward L2 and L2-speaking populations), our understanding of their emotional experiences as they use it is still quite limited. To address this gap, the purpose of this case study is to understand the emotional experiences that international graduate students went through over the course of the first year of study abroad and explore the relationship between the emotional experiences and adjustment to their academic and social lives in the U.S. Adapting activity theory and emotion regulation, this study focused on these four research questions: 1) What types of emotions do international students report experiencing during the first year of their study abroad? 2) Which aspects of the students’ activity elicit such emotions? 3) How do international students report regulating emotions? 4) What is the relationship between the reported emotion regulation and students’ adjustment in their lives of study abroad in the U.S.? The case study compared two Chinese students: A female master’s student (Kim) and a male Ph.D. student (Shaokang). The data were collected throughout their first year of study abroad in the U.S., and the sources included a written narrative, three sets of classroom observations and stimulated-recall interviews, monthly reflection journal entries, reflection interviews at the end of each semester, and a retrospective narrative two years after they started their programs. The first phase of data analysis was to identify the types of emotions and analyze them within the activity system to answer the first research question. Consequently, I examined emotion regulation strategies that were adopted by the participants to cope with the aforementioned emotions and how those strategies led to their intercultural adjustment."],"dc:format":["application/pdf"],"dc:identifier":["http://hdl.handle.net/10477/80932"],"dc:language":["eng"],"dc:publisher":["State University of New York at Buffalo"],"dc:rights":["Users of works found in University at Buffalo Institutional Repository (UBIR) are responsible for identifying and contacting the copyright owner for permission to reuse. University at Buffalo Libraries do not manage rights for copyright-protected works and cannot assist with permissions.","Copyright retained by author."],"dc:subject":["foreign language education","education"],"dc:title":["Chinese Graduate Students' Emotional Experiences and Adjustment in the United States: A Comparative Case Study"],"dc:type":["Text","Dissertation"]},"updated_at":"2026-07-27T19:05:28Z"}