To be funny or not to be funny: Gender differences in student perceptions of instructor humor in college science courses.
To be funny or not to be funny: Gender differences in student perceptions of instructor humor in college science courses.
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DOI：
10.1371/journal.pone.0201258
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发表时间：
2018
期刊：
影响因子：
3.7
通讯作者：
Brownell SE
中科院分区：
文献类型：
--
作者：
Cooper KM;Hendrix T;Stephens MD;Cala JM;Mahrer K;Krieg A;Agloro ACM;Badini GV;Barnes ME;Eledge B;Jones R;Lemon EC;Massimo NC;Martin A;Ruberto T;Simonson K;Webb EA;Weaver J;Zheng Y;Brownell SE
50多年来，教师幽默一直被认为是一种积极影响学生认知和情感学习的方式。然而，没有研究专门在大学科学课程的背景下探索幽默，这是困难和无聊的名声。大多数探讨幽默的研究都假设学生认为教师的幽默是有趣的，但学生可能认为一些教师的幽默是不有趣或冒犯的。此外，有证据表明，妇女认为某些科目比男子更具攻击性，但我们不知道这可能对妇女在课堂上的经历产生什么影响。为了解决文献中的这些差距，我们调查了25个不同的大学科学课程的学生对大学科学课程中教师幽默的看法，得到了1637名学生的回答。开放编码的方法被用来分析学生的回答一个问题，为什么学生欣赏幽默。多项式回归被用来确定是否有性别差异的程度，有趣的，不有趣的，和进攻性的幽默影响学生注意课程内容，教师的相关性，和学生的归属感。逻辑回归被用来研究当大学科学教师开玩笑时，学生们觉得有趣和冒犯的科目的性别差异。近99%的学生报告说，他们欣赏教师的幽默，并报告说，它积极改变课堂气氛，改善学生在课堂上的经验，并加强学生与教师的关系。我们发现，有趣的幽默往往会增加学生对课程内容的关注，教师的相关性和学生的归属感。相反，攻击性幽默倾向于降低教师的相关性和学生的归属感。最后，我们发现，如果一个大学科学老师拿男性和女性的话题开玩笑，男性更容易觉得有趣，而女性更容易觉得冒犯。
For over 50 years instructor humor has been recognized as a way to positively impact student cognitive and affective learning. However, no study has explored humor exclusively in the context of college science courses, which have the reputation of being difficult and boring. The majority of studies that explore humor have assumed that students perceive instructor humor to be funny, yet students likely perceive some instructor humor as unfunny or offensive. Further, evidence suggests that women perceive certain subjects to be more offensive than men, yet we do not know what impact this may have on the experience of women in the classroom. To address these gaps in the literature, we surveyed students across 25 different college science courses about their perceptions of instructor humor in college science classes, which yielded 1637 student responses. Open-coding methods were used to analyze student responses to a question about why students appreciate humor. Multinomial regression was used to identify whether there are gender differences in the extent to which funny, unfunny, and offensive humor influenced student attention to course content, instructor relatability, and student sense of belonging. Logistic regression was used to examine gender differences in what subjects students find funny and offensive when joked about by college science instructors. Nearly 99% of students reported that they appreciate instructor humor and reported that it positively changes the classroom atmosphere, improves student experiences during class, and enhances the student-instructor relationship. We found that funny humor tends to increase student attention to course content, instructor relatability, and student sense of belonging. Conversely, offensive humor tends to decrease instructor relatability and student sense of belonging. Lastly, we identified subjects that males were more likely to find funny and females were more likely to find offensive if a college science instructor were to joke about them.
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影响因子：
3.7
作者：
Eddy, Sarah L.;Brownell, Sara E.;Wenderoth, Mary Pat
通讯作者：
Wenderoth, Mary Pat
影响因子：
3.2
作者：
Bowden, A;Fox-Rushby, JA;Wanjau, J
通讯作者：
Wanjau, J
影响因子：
6.5
作者：
Gervais, M;Wilson, DS
通讯作者：
Wilson, DS
影响因子：
3.7
作者：
Armbruster, Peter;Patel, Maya;Weiss, Martha
通讯作者：
Weiss, Martha
DOI：
10.1187/cbe.14-01-0004
发表时间：
2014
期刊：
CBE life sciences education
影响因子：
--
作者：
Auchincloss LC;Laursen SL;Branchaw JL;Eagan K;Graham M;Hanauer DI;Lawrie G;McLinn CM;Pelaez N;Rowland S;Towns M;Trautmann NM;Varma-Nelson P;Weston TJ;Dolan EL
通讯作者：
Dolan EL