Psychological Adjustment Experiences of Chinese University Faculty During In-Service Overseas Study: A Qualitative Study from the Perspective of Educational Psychology
Communication University of Nanjing，China
Abstract
This study, grounded in the perspective of educational psychology, explores how Chinese university faculty members engage in psychological adjustment and time management while coping with the dual pressures of academic pursuits and professional responsibilities during their in-service overseas study. Through an in-depth interview with a Chinese university faculty member pursuing a doctoral degree abroad, the study identifies typical experiences and coping strategies in areas such as academic motivation, self-efficacy, time management, and emotional regulation. The research draws on time management theory and the stress-coping model as its theoretical foundation, complemented by adult learning theory and self-regulated learning theory for integrative analysis. Key findings include: (1) effective prioritization and task allocation significantly enhance the feasibility of achieving a balance between academic and professional demands; (2) positive academic motivation and family support substantially strengthen the psychological resilience of in-service international students; (3) enhanced self-efficacy plays a critical role in alleviating anxiety and sustaining commitment to academic goals. The results offer practical implications for the development of support systems for adult learners in higher education, particularly in the context of psychological interventions and instructional resource allocation for Chinese university faculty undertaking overseas study while in service.
Keywords:
in-service international students, time management, self-efficacy, stress coping, educational psychologyCopyright Notice & License:
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