Humor in university teaching: role of teachers' achievement goals and self-efficacy for their use of content-related humor

Teachers' content-related humor matters for the quality of higher education. However, little is known about the circumstances under which teachers use it. From a socio-cognitive perspective, teachers' achievement goals and self-efficacy appear to be relevant personal precursors. We investi...

Ausführliche Beschreibung

Gespeichert in:
Bibliographische Detailangaben
Veröffentlicht in:Studies in higher education (Dorchester-on-Thames) 2020-12, Vol.45 (12), p.2619-2633
Hauptverfasser: Daumiller, Martin, Bieg, Sonja, Dickhäuser, Oliver, Dresel, Markus
Format: Artikel
Sprache:eng
Schlagworte:
Online-Zugang:Volltext
Tags: Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
Beschreibung
Zusammenfassung:Teachers' content-related humor matters for the quality of higher education. However, little is known about the circumstances under which teachers use it. From a socio-cognitive perspective, teachers' achievement goals and self-efficacy appear to be relevant personal precursors. We investigated their effects on content-related humor in two studies. In Study 1, 229 teachers (79 female; 159 PhDs; 33 full professors) participated with 387 courses while 10,296 students assessed the humor in these courses. Study 2 used a similar design for 45 teachers (20 female; 27 PhDs, 9 full professors), 116 course sessions, and 2,333 student assessments. Three-level-analyses pointed to substantial variance in students' assessments of content-related humor which could be attributed to differences between courses/sessions within teachers (ICC = .12-.13) and between teachers themselves (ICC = .21). In both studies, performance (appearance component) avoidance goals emerged as negative predictors, and relational goals and self-efficacy as positive predictors of content-related humor, highlighting the relevance of instructors' motivations for the use of instructional humor.
ISSN:0307-5079
1470-174X
DOI:10.1080/03075079.2019.1623772