Course-related humour is positively correlated and course-unrelated humour negatively correlated with students' perceptions of instructional interestingness and intrinsic motivation¶

Claim · All claims
Evidence · 1 study · review r3 · q2
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Course-unrelated humour correlates negatively and course-related and self-defeating humour positively with perceived interestingness of instruction, with no significant correlation for aggressive humour. → Hannah Robinson 2024

Evidence¶

Hannah Robinson 2024¶

Hannah Robinson, Sarah E. Rose, Jade M. Elliott, Romina A. Vivaldi. (2024). Teachers' Humour Use in the Classroom: A Scoping Review. https://doi.org/10.1007/s10648-024-09913-x

q2 · i? · review · r3

Narrative synthesis of correlational survey studies (theme four); the review reports Bieg and Dresel's (2018) correlations with interestingness of instruction and, separately, course-related humour as a predictor of intrinsic motivation.

"Finally, a significant negative correlation was found for course-unrelated, and a positive correlation for self-defeating, and course-related humour and students' perceptions of interestingness of instruction, whereas there was no significant correlation for aggressive humour (Bieg & Dresel, 2018)."

Discussion¶

Related Claims¶

• Affiliative humour is associated with positive classroom climate, enjoyment and willingness to participate among adolescent students
• Aggressive humour has mixed effects on adolescent students' educational experiences, with reported increases in anger, boredom and resistance but some students reporting sarcasm improved rapport
• Observed teacher humour differs from self-reports: sarcasm and mocking accounted for nearly two-thirds of observed teacher humour although teachers and students reported aggressive humour as least common — related
• Teachers' humour (unspecified) shows mixed observed effects on adolescent students' classroom experience, with reported benefits to environment and learning alongside reduced participation and loss of control — related
• High teacher humour use is associated with higher student test scores in observed classroom studies, though humour style and frequency were poorly specified