Teacher Humor: Longitudinal Effects on Students' Emotions

Autor/inn/en	Bieg, Sonja; Grassinger, Robert; Dresel, Markus
Titel	Teacher Humor: Longitudinal Effects on Students' Emotions
Quelle	In: European Journal of Psychology of Education, 34 (2019) 3, S.517-534 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bieg, Sonja)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-2928
DOI	10.1007/s10212-018-0402-0
Schlagwörter	Humor; Teacher Student Relationship; Teaching Methods; Emotional Response; Secondary School Students; Student Attitudes; Academic Achievement; Psychological Patterns; Aggression; Course Content; Correlation; Foreign Countries; Longitudinal Studies; Germany + Suchen Sie Ihr Suchwort? Humoristische Darstellung; Teacher student relationships; Lehrer-Schüler-Beziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Emotionales Verhalten; Sekundarschüler; Schülerverhalten; Schulleistung; Kursprogramm; Korrelation; Ausland; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Deutschland
Abstract	Characteristics of teaching are associated with the emotions students experience in the classroom; however, empirical evidence regarding longitudinal effects is scarce. The present study investigated changes in positive and negative achievement emotions (enjoyment, boredom, and anger) vis-à-vis different teacher humor types (course-related, course-unrelated, self-disparaging, and aggressive), using the instructional humor processing theory and control-value theory of achievement emotions as a theoretical foundation. A total of 668 German upper track secondary school students from 41 classrooms with a mean age of 12.7 years (SD = 1.76) reported their perceptions of teacher humor and their experienced achievement emotions by completing online questionnaires (retest interval 6 months). Using the corresponding levels of emotions at the first measurement point as control values, results from multilevel analyses indicate that course-related humor weakens both decreases in enjoyment and increases in boredom and anger. Consistent with the hypotheses, aggressive humor leads to less enjoyment and more boredom and anger. Directions for future research are discussed and suggestions on how to best relate humor to course content are made. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01