摘要：Successful completion of a PhD is challenging for both the candidate and the supervisor. Although doctoral students’ emotional burdens received much attention, their supervisors’ emotional experiences remain under-explored. Moreover, while teacher education research stressed the importance of teacher emotion regulation, empirical studies on doctoral supervisors’ emotion regulation barely exist. Informed by Gross’s (2015) process model of emotion regulation, the current qualitative study explored 17 computer science supervisors’ emotions unfolding in doctoral supervision and their emotion regulation strategies. Semi-structured interviews revealed the supervisors’ wide-ranging emotions, but their negative emotions were more diverse and common than positive emotions. The supervisors also regulated their emotions through multiple strategies within antecedent-focused and response-focused approaches. Uncovering the complexity of supervisors’ emotions and their emotion regulation, the findings suggest cognitive and emotional nature of doctoral supervision and call for institutions, as well as supervisors themselves, to attend more closely to the emotional dimension of doctoral supervision, particularly from the supervisors’ perspective.
