Teacher humor: longitudinal effects on students’ emotions

Bieg, Sonja; Grassinger, Robert; Dresel, Markus

doi:10.1007/s10212-018-0402-0

Cited by 30 publications

(42 citation statements)

References 50 publications

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“…Several studies confirm quite high levels of positive achievement emotions after the transition to secondary school (Bieg et al 2019;Gentry et al 2002;Pekrun et al 2007;Vierhaus et al 2016), which could be explained by positive expectations and anticipation on the part of the students (van Ophuysen 2009). With regard to further emotional development in the first year of secondary school, studies show a relatively negative trend in some emotions: the positive achievement emotions of enjoyment and pride decrease (Gentry et al 2002;Pekrun et al 2007;Vierhaus et al 2016) while the negative achievement emotions of anger, hopelessness and boredom increase (Pekrun et al 2007).…”

Section: Longitudinal Studies On the Development Of Achievement Emotionsmentioning

confidence: 95%

“…Regarding negative achievement emotions in the later course of secondary school, studies have found a growth in the negative achievement emotions of anger, boredom, anxiety and hopelessness (Ahmed et al 2013;Bieg et al 2019;Raccanello et al 2013;Vierhaus et al 2016). The findings of PALMA (Pekrun et al 2007) indicate that the negative achievement emotions of anger, hopelessness and boredom increase significantly, while feelings of anxiety and shame related to mathematics remain quite stable.…”

Section: Longitudinal Studies On the Development Of Achievement Emotionsmentioning

confidence: 99%

“…Regarding the development of positive achievement emotions from the sixth to the ninth grade, several studies indicate a further decline of enjoyment (Bieg et al 2019;Buff 2014;Hagenauer and Hascher 2010;Raccanello et al 2013;Vierhaus et al 2016) and pride (Goetz et al 2012;Raccanello et al 2013). The "Project for the Analysis of Learning and Achievement in Mathematics" (PALMA-see Pekrun et al 2007) is a domain-specific longitudinal study that examined the development of students' performance in mathematics; it shows that positive achievement emotions decrease significantly from the fifth grade to the ninth grade.…”

Section: Longitudinal Studies On the Development Of Achievement Emotionsmentioning

confidence: 99%

See 2 more Smart Citations

The development of students’ achievement emotions after transition to secondary school: a multilevel growth curve modelling approach

Meyer

Schlesier

2021

Eur J Psychol Educ

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This empirical study focuses on students’ development of positive and negative achievement emotions during the first year and the beginning of the second year of secondary school. Using multilevel growth curve modelling, the development of the achievement emotions enjoyment, pride, anxiety, hopelessness and boredom during class in general was investigated. Data from 584 students (taken at three different time points during the first year and the beginning of the second year of secondary school in Germany) was analysed by controlling for gender and the type of school. The results confirm the main assumption: positive achievement emotions decline, whereas negative achievement emotions increase after transition to secondary school. The assumption regarding the effects of type of school was also confirmed: students entering a higher track school (German Gymnasium) experience more positive achievement emotions than students in middle track schools (German Realschule) do. However, the decline in these achievement emotions in higher track schools is comparatively worse than for students in middle track schools. The results are discussed with regard to students’ further studies, as well as the wider educational implications.

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Section: Longitudinal Studies On the Development Of Achievement Emotionsmentioning

confidence: 95%

Section: Longitudinal Studies On the Development Of Achievement Emotionsmentioning

confidence: 99%

Section: Longitudinal Studies On the Development Of Achievement Emotionsmentioning

confidence: 99%

See 1 more Smart Citation

The development of students’ achievement emotions after transition to secondary school: a multilevel growth curve modelling approach

Meyer

Schlesier

2021

Eur J Psychol Educ

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“…(2010) found a positive relation between self-disparaging humor and learning, while Bieg and Dresel (2018) found no such correlation. As Bieg et al. (2019) have stated, however, these types of humor do not appropriately support clarity of instruction or teaching practices.…”

Section: Introductionmentioning

confidence: 97%

“…(2010), who proposed the IHPT, only studied the relation between the type of instructor humor and student learning and did not test the mediators assumed by the theory. Based on the IHPT, Bieg, Grassinger, and Dresel (2019) showed in longitudinal studies that “related humor” induced an increase in positive affect (enjoyment) and a decrease in negative affect (boredom and anger), but that disparaging humor had the opposite influence. However, the researchers did not examine whether these functioned as mediators with learning and did not investigate other mediators (motivation and processing ability) that the IHPT hypothesizes.…”

Section: Introductionmentioning

confidence: 99%

Preliminary Verification of Instructional Humor Processing Theory: Mediators Between Instructor Humor and Student Learning

Tsukawaki

Imura

2019

Psychol Rep

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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.

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Cognitive effects of humorous drawings on learning: An eye‐tracking study

Cazes,

Noël,

Jamet

2024

Applied Cognitive Psychology

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Although humor is frequently used in face‐to‐face courses and computer‐based training, there is no consensus in the literature on its effects on students' learning. The aim of the present study was therefore to assess the cognitive effects of adding humorous drawings in a computer‐based course on both learning outcomes and learning behaviors (eye movements). It was assumed that humorous drawings would improve learning through the active resolution of incongruity. To isolate this effect from those of the illustrations, a nonhumorous drawings condition was also compared with the text‐only condition. Eye‐movement data showed that humor increased visiting duration for the drawings. Learning outcomes were not affected by the nonhumorous drawings, whereas humor had a positive effect on comprehension, though not on retention. This effect of humor was not mediated by visiting time for the slides. Our results argue in favor of the use of content‐relevant cartoons to improve students' learning.

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Teacher humor: longitudinal effects on students’ emotions

Cited by 30 publications

References 50 publications

The development of students’ achievement emotions after transition to secondary school: a multilevel growth curve modelling approach

The development of students’ achievement emotions after transition to secondary school: a multilevel growth curve modelling approach

Preliminary Verification of Instructional Humor Processing Theory: Mediators Between Instructor Humor and Student Learning

Cognitive effects of humorous drawings on learning: An eye‐tracking study

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