Humor as a magic bullet? Associations of different teacher humor types with student emotions

Abstract

In relying on the Control-Value Theory of Achievement Emotions and the Instructional Humor Processing Theory, different teacher humor types (course-related, course-unrelated, self-disparaging and aggressive) are assumed to be connected with positive and negative emotions. In two studies we analyzed how students' perceptions of teacher humor types are associated with achievement emotions. In Study 1, a total of 985 ninth and tenth grade students in German classes at upper track secondary schools completed a questionnaire. Results of multilevel regression analyses indicated, as assumed, that course-related humor was positively associated with enjoyment and negatively associated with boredom and anxiety. In contrast, but in line with the hypotheses, aggressive humor was negatively associated with enjoyment and positively associated with boredom and anxiety. Study 2 extended the research to anger, further school subjects (English, mathematics and history at upper track secondary schools) and other grade levels (n=731 fifth to ninth grade students). The results were mostly replicated and provide support for the assumption that teacher humor should be course-related in order to deliver positive emotional experiences.