Department of Social and Clinical Psychology, 12795Hijiyama University, Hiroshima, Japan.
Graduate School of Teacher Education, 13030Saga University, Saga, Japan.
Psychol Rep. 2020 Dec;123(6):2538-2550. doi: 10.1177/0033294119868799. Epub 2019 Aug 5.
Instructional humor processing theory has been proposed to explain how the type of humor used by the course instructor can affect student learning. In this study, a cross-sectional design was used to test whether the relation between the instructor's type of humor (related, unrelated, self-disparaging, offensive, and disparaging humor), and learning is mediated by variables assumed by the instructional humor processing theory (emotion, motivation, and information-processing ability). A total of 360 university and junior college students with a mean age of 19.31 years (standard deviation = 0.75) completed a questionnaire concerning their impression on the instructor humor, emotion, motivation, processing ability, and cognitive learning in a specific course. The results revealed that the instructor's-related humor significantly predicted the cognitive learning of students, and their relation can be mediated by all variables assumed by instructional humor processing theory. Our results provided preliminary evidence for the legitimacy of the instructional humor processing theory model.
教学幽默处理理论被提出，用以解释课程讲师所使用的幽默类型如何影响学生的学习。在本研究中，使用了横断面设计来检验讲师的幽默类型（相关、不相关、自嘲、冒犯和贬低幽默）与学习之间的关系是否由教学幽默处理理论假设的变量（情绪、动机和信息处理能力）所中介。共有 360 名大学生和专科生（平均年龄为 19.31 岁，标准差=0.75）完成了一份关于他们对讲师幽默、情绪、动机、处理能力和特定课程认知学习印象的问卷。结果表明，讲师的相关幽默显著预测了学生的认知学习，且这种关系可以被教学幽默处理理论假设的所有变量所中介。我们的结果为教学幽默处理理论模型的合法性提供了初步证据。
