White Rose University Consortium logo
University of Leeds logo University of Sheffield logo York University logo

Chinese and British Teachers’ Emotional Reactions Towards Students’ Classroom Behaviours

Xu, Xinyuan (2017) Chinese and British Teachers’ Emotional Reactions Towards Students’ Classroom Behaviours. PhD thesis, University of York.

This is the latest version of this item.

Xinyuan Xu- WREO after revision .pdf - Examined Thesis (PDF)
Available under License Creative Commons Attribution-Noncommercial-No Derivative Works 2.0 UK: England & Wales.

Download (3004Kb) | Preview


The primary objective of this research is to investigate whether Chinese instructors who work in the UK experience different emotions in comparison with British instructors when facing students’ disruptive behaviour. With the increase of the globalization, lager numbers of teachers are teaching abroad (Weber, 2007). Working as international teachers, this group of teachers’ built-in beliefs and cultural values may be challenged by the new cultural context in which they work (Hofstede, 1986; Volet & Ang, 1998). Moreover, according to appraisal theory, when judging an antecedent to an emotion, a person’s cultural beliefs and goals are drawn on (Lazarus, 1991; Frijda, 1986); as such, it can be assumed that, compared with local teachers, international teachers may experience different or more intense emotions due to their different beliefs and goals when they both confront the same students’ behaviours (Sutton & Wheatley 2003). In order to examine this assumption, three phases of studies (a questionnaire survey with video scenarios, a diary study and interviews) were designed. The questionnaire survey with video scenarios of classroom misbehavior contained 47 Chinese and 52 British instructors/teachers as participants and discovered that teachers from China experienced a significantly higher level of anxiety and shame than British teachers. Interestingly, there is a trend showing that British instructors perceived students’ misbehaviours were more troublesome than Chinese instructors, however, when they watched the video clips their emotional reactions to those behaviours in the classroom are less intensive than that of Chinese instructors in general. Finally, according to results from interview study, the depth of tolerance, accountability and teacher’s self-efficacy could be factors that result in these differences discovered between British and Chinese instructors.

Item Type: Thesis (PhD)
Academic Units: The University of York > Department of Education (York)
Identification Number/EthosID: uk.bl.ethos.739941
Depositing User: Miss Xinyuan Xu
Date Deposited: 04 May 2018 16:18
Last Modified: 24 Jul 2018 15:24
URI: http://etheses.whiterose.ac.uk/id/eprint/20214

Available Versions of this Item

  • Chinese and British Teachers’ Emotional Reactions Towards Students’ Classroom Behaviours. (deposited 04 May 2018 16:18) [Currently Displayed]

You do not need to contact us to get a copy of this thesis. Please use the 'Download' link(s) above to get a copy.
You can contact us about this thesis. If you need to make a general enquiry, please see the Contact us page.

Actions (repository staff only: login required)