Changes, Appropriate? Humor Appropriateness and Learning in the College Classroom

• In Event: Scholar to Scholar II

Abstract

The aims of this research are to investigate how students’ individual differences, such as their humor orientation and their assessment of teachers’ humor use, influence their perceived level of humor inappropriateness and how perceived humor inappropriateness influences their cognitive and affective learning outcomes. The effect of students’ humor orientation and their assessment of teacher’s humor use on their cognitive and affective learning were not mediated by students’ perceived inappropriateness of humor by teachers.

Author

• Szu-Wei Chen, University of Missouri