Citation

Humor in the Classroom: An Examination of Students’ and Their Instructors’ Perspectives on Humor Use and Student Outcomes

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Abstract:

Guided by the Instructional Humor Processing Theory, this study used a dyadic approach to simultaneously assess student and instructor perceptions of humor in the classroom and related outcomes. Specifically, this study examined perceptions of humor orientation, humor styles, student state motivation and perceived instructor credibility. Participants included 26 university instructors and 393 undergraduate students who reported on the use of humor in their current classroom. Results indicated that instructors’ self-reports of humor orientation and affiliative humor style were positively related to students’ perceptions of the constructs. Furthermore, this study found support for IHPT in that perceived humor orientation and humor styles significantly predicted learning students’ state motivation and perceptions of instructor credibility.

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Association:
Name: International Communication Association 64th Annual Conference
URL:
http://www.icahdq.org


Citation:
URL: http://citation.allacademic.com/meta/p715723_index.html
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MLA Citation:

Goldman, Zac. and Booth-Butterfield, Melanie. "Humor in the Classroom: An Examination of Students’ and Their Instructors’ Perspectives on Humor Use and Student Outcomes" Paper presented at the annual meeting of the International Communication Association 64th Annual Conference, Seattle Sheraton Hotel, Seattle, Washington, May 21, 2014 <Not Available>. 2018-09-05 <http://citation.allacademic.com/meta/p715723_index.html>

APA Citation:

Goldman, Z. W. and Booth-Butterfield, M. , 2014-05-21 "Humor in the Classroom: An Examination of Students’ and Their Instructors’ Perspectives on Humor Use and Student Outcomes" Paper presented at the annual meeting of the International Communication Association 64th Annual Conference, Seattle Sheraton Hotel, Seattle, Washington Online <APPLICATION/PDF>. 2018-09-05 from http://citation.allacademic.com/meta/p715723_index.html

Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: Guided by the Instructional Humor Processing Theory, this study used a dyadic approach to simultaneously assess student and instructor perceptions of humor in the classroom and related outcomes. Specifically, this study examined perceptions of humor orientation, humor styles, student state motivation and perceived instructor credibility. Participants included 26 university instructors and 393 undergraduate students who reported on the use of humor in their current classroom. Results indicated that instructors’ self-reports of humor orientation and affiliative humor style were positively related to students’ perceptions of the constructs. Furthermore, this study found support for IHPT in that perceived humor orientation and humor styles significantly predicted learning students’ state motivation and perceptions of instructor credibility.


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