Emotional Geographies Experienced by an Indonesian Doctoral Student Pursuing her PhD in New Zealand during the COVID-19 Pandemic
DOI:
https://doi.org/10.32674/jis.v10iS3.3203Keywords:
COVID-19 pandemic, emotional geography, international studentAbstract
This narrative study explores the emotional experience of a female Indonesian pursuing her PhD in New Zealand when the COVID-19 pandemic hit this country. Garnered from the results of several virtual interviews with the participant, the data were analysed with the Hargreaves‟s emotional geography framework (2001) focusing on five different emotional dimensions: physical, sociocultural, moral, professional, and political. The findings showed that during the COVID-19 pandemic impacted PhD study, the participant experienced different emotions shaped by physical, sociocultural, moral, professional, and political factors while negotiating and coping with such emotions.
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Alloh, F. T., Tait, D., & Taylor, C. (2018). Away from home: A qualitative exploration of health experiences of nigerian students in a U.K. university. Journal of International Students, 8(1), 1–20. DOI:10.5281/zenodo. 1101024
Bayham, J., & Fenichel, E. P. (2020). Impact of school closures for COVID-19 on the US health-care workforce and net mortality: A modelling study. The Lancet Public Health, 5(5), 271–278. DOI: 10.1016/S2468-2667(20)30082-7
Bordia, S., Bordia, P., Milkovitz, M., Shen, Y., & Restubog, S. L. D. (2019). What do international students really want? An exploration of the content of international students’ psychological contract in business education. Studies in Higher Education, 44(8), 1488–1502. DOI: 10.1080/03075079. 2018.1450853
Brooks, S. K., Webster, R. K., Smith, L. E., Woodland, L., Wessely, S., Greenberg, N., & Rubin, G. J. (2020). The psychological impact of quarantine and how to reduce it: Rapid review of the evidence. The Lancet, 395(10227), 912–920. DOI: 10.1016/S0140-6736(20)30460-8
Burgess, S., & Sievertsen, H. H. (2013). Schools, skills, and learning: The impact of COVID-19 on education. VOX EU CEPR. Diakses pada tanggal 7 September 2020. https://voxeu.org/article/impact-COVID-19-education
Denzin, K. N. (1984). On understanding emotion. San Francisco, CA: Jossey-Bass.
Dutta, O., & Chye, S. Y. L. (2017). Internet use and psychological wellbeing: A study of international students in Singapore. Journal of International Students, 7(3), 825–840. DOI: 10.5281/zenodo.570036
Extremera, N. (2020). Coping with the stress caused by the COVID-19 pandemic: Future research agenda based on emotional intelligence. International Journal of Social Psychology, 35(3), 631-638. DOI: 10.1080/ 02134748.2020. 1783857
Forbes-Mewett, H., & Sawyer, A. M. (2016). International students and mental health. Journal of International Students, 6(3), 661–677.
Hargreaves, A. (2001). Emotional geographies of teaching. Teachers College Record, 103(6), 1056–1080. DOI: 10.1111/0161-4681.00142
Hui, C., Lee, C., & Rousseau, D. M. (2004). Psychological contract and organizational citizenship behavior in China: Investigating generalizability and instrumentality. Journal of Applied Psychology, 89(2), 311–321. DOI: 10.1037/0021-9010.89.2.311
Liu, Y. (2016). The emotional geographies of teaching in a language teacher professional community. Teacher Development, 20(4), 482–497. DOI: 10.1080/13664530.2016.1161660
Menon, P. (2020, March 23). New Zealand prepares to enter lockdown as coronavirus cases double. Diakses pada tanggal 15 Agustus 2020. https://www.thejakartapost.com/news/2020/ 03/23/new-zealand-prepares-to-enter-lockdown-ascoronavirus-cases-double. html
Morrell, K., & Hartley, J. (2006). A model of political leadership. Human Relations, 59(4), 483–504. DOI: 10.1177/0018726706065371
Morrison, E. W., & S. L. Robinson. (1997). When employees feel betrayed: A model of how psychological contract violation develops. Academy of Management Review, 22(3): 226–56. DOI: 10.5465/amr.1997.9707180265
Olson, E. (2015). Geography and ethics II: Emotions and morality. Progress in Human Geography, 40(6), 830-838. DOI: 10.1177/0309132515601766
Sibley, C. G., & Ward, C. (2013). Measuring the preconditions for a successful multicultural society: A barometer test of New Zealand. International Journal of Intercultural Relations, 37(6), 700–713. DOI: 10.1016/ j.ijintrel.2013. 09.008
Tran, T. L. (2020). Teaching and engaging international students: People-to-people connections and people-to-people-empathy. Journal of International Students, 10(3), xii-xvii. DOI: 10.32674/jis.v10i3.2005
Ward, C., & Masgoret, A. M. (2008). Attitudes toward immigrants, immigration, and multiculturalism in New Zealand: A social psychological analysis. International Migration Review, 42(1), 227–248. DOI: 10.1111/j.1747-7379.2007.00119.x
Whyte, A. (2020, March 17). 'Be strong, be kind, we will be OK' – PM's message in face of coronavirus impact. 1 News. Diakses pada tanggal 19 Agustus 2020. https://www.tvnz.co.nz/one-news/new-zealand/strong-kind-we-ok-pms-message-in-face-coronavirus-impact
Widodo, H. P. (2014). Methodological considerations in interview data transcription. International Journal of Innovation in English Language Teaching and Research, 3(1), 102–107.
Yan, L., & Pei, S. (2018). Home away from home? How international students handle difficult and negative experiences in American higher education. Journal of International Students, 8(1), 453–472. DOI: 10.5281/ zenodo.1134338
Zembylas, M. (2007). Theory and methodology in researching emotions in education. International Journal of Research and Method in Education, 30(1), 57–72. DOI: 10.1080/17437270701207785
Zhao, H., Wayne, J. S., Glibkowski, C. B., & Bravo, J. (2007). The impact of psychological contract breach on work-related outcomes: A meta-analysis. Personnel Psychology, 60(3), 647–80. DOI: 10.1111/j.1744-6570.2007. 00087.x
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2020-11-05
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Emotional Geographies Experienced by an Indonesian Doctoral Student Pursuing her PhD in New Zealand during the COVID-19 Pandemic. (2020). Journal of International Students, 10(S3), 126-141. https://doi.org/10.32674/jis.v10iS3.3203
