Humor in University Teaching: Role of Teachers' Achievement Goals and Self-Efficacy for Their Use of Content-Related Humor

Autor/inn/en	Daumiller, Martin; Bieg, Sonja; Dickhäuser, Oliver; Dresel, Markus
Titel	Humor in University Teaching: Role of Teachers' Achievement Goals and Self-Efficacy for Their Use of Content-Related Humor
Quelle	In: Studies in Higher Education, 45 (2020) 12, S.2619-2633 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Daumiller, Martin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0307-5079
DOI	10.1080/03075079.2019.1623772
Schlagwörter	Teaching Methods; Humor; Self Efficacy; College Faculty; Goal Orientation; Academic Achievement; Teacher Attitudes; Teaching Experience; Gender Differences + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Humoristische Darstellung; Self-efficacy; Selbstwirksamkeit; Fakultät; Zielorientierung; Zielvorstellung; Schulleistung; Lehrerverhalten; Geschlechterkonflikt
Abstract	Teachers' content-related humor matters for the quality of higher education. However, little is known about the circumstances under which teachers use it. From a socio-cognitive perspective, teachers' achievement goals and self-efficacy appear to be relevant personal precursors. We investigated their effects on content-related humor in two studies. In Study 1, 229 teachers (79 female; 159 PhDs; 33 full professors) participated with 387 courses while 10,296 students assessed the humor in these courses. Study 2 used a similar design for 45 teachers (20 female; 27 PhDs, 9 full professors), 116 course sessions, and 2,333 student assessments. Three-level-analyses pointed to substantial variance in students' assessments of content-related humor which could be attributed to differences between courses/sessions within teachers (ICC = 0.12-0.13) and between teachers themselves (ICC = 0.21). In both studies, performance (appearance component) avoidance goals emerged as negative predictors, and relational goals and self-efficacy as positive predictors of content-related humor, highlighting the relevance of instructors' motivations for the use of instructional humor. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01