Anxiety is one of the important factor that affects the cultivation of academic competence. During the process of academic writing and publication, graduate students often experienced anxiety. However, it was still unclear about how this anxiety was generated among graduate students. This study, based on the control-value theory of academic emotions, explored the four stages of anxiety development and its influencing factors during the research process of graduate students. 12 graduate students who majoring in Education at Tianjin University of Technology and Education were interviewed in this study. The finding showed that these students exhibited states of utilitarian anticipation, distress, gambler’s mentality, and low-desire anxiety in the four stages of preparation, writing, submission, and acceptance, respectively. These emotional changes were characterized by situational, cumulative, and developmental features, gradually leading to emotional exhaustion. The study indicated that academic motivation and psychological capital (individual factors), along with academic and emotional support (task and environmental factors) and academic value evaluation (evaluation factors), collectively influenced anxiety in research among graduate students.

Authors:
Huihui Fan, Shandong University of Engineering Vocational Technology, China
Yujie Ma, University of Birmingham, United Kingdom
Jian Xu, Qiulongtai Kindergarten; Affiliated Early Childhood Education Group; Shenzhen Guangming Institute of Education Sciences, China

About the Presenter(s)
I am currently a research assistant at the Higher Vocational Education Research Institute of Shandong Engineering Vocational and Technical University.

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