College students’ emotion regulation strategies in international tourism learning environments
Topics: Recreational and Sport Geography
, Tourism Geography
, Education
Keywords: Emotion, Emotion regulation strategies, Tourism education, International learning, Teaching and learning effectiveness, Universal Design for Learning Guidelines
Session Type: Virtual Paper Abstract
Day: Saturday
Session Start / End Time: 2/26/2022 03:40 PM (Eastern Time (US & Canada)) - 2/26/2022 05:00 PM (Eastern Time (US & Canada))
Room: Virtual 61
Authors:
Peizhe Li, Arizona State University
Xiao Xiao, Arizona State University
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Abstract
The series of emotion studies are inherently sequential to the education research since emotions are virtually implicated in every aspect of the educational activity contexts. Emotion regulation strategies (ERSs) are essential for college-level teaching and learning effectiveness, in particular for international learning settings. Tourism education programs often involve cross-cultural conflicts and emotional challenges for students due to the nature of the international and interdisciplinary context of tourism education curriculums. To address the challenges of cross-cultural learning environments for tourism education programs, this study applied the theory of ERS to identify pathways for international tourism education programs to be culturally inclusive and diverse. Informed by the Universal Design for Learning (UDL) Guidelines, this study aims to examine how students with different learning styles (e.g., resourceful, knowledgeable learners; strategic, goal-directed learners; and purposeful, motivated learners) apply the ERSs in international tourism educational settings. In specific, this study aims to 1) examine students’ emotions towards online and in-person international tourism courses; 2) identify students’ ERSs applied in online and in-person courses, and; 3) compare the differences in ERSs among students with different learning styles. The study administrates an in-person questionnaire survey to 300 Chinese students enrolled in a college-level international tourism education program in the spring semester of 2021 and collects 283 valid samples. Study results provide implications for international tourism education programs to effectively address cross-culture conflicts of learning by applying ERSs as well as inclusive pathways to achieve universal teaching goals globally.
College students’ emotion regulation strategies in international tourism learning environments
Category
Virtual Paper Abstract
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