The Influence of Curriculum of Integrative Activities with Humor on Junior High School Students' Sense of Humor, Emotion Regulation, and Humor Styles
| Autor: | Hsu, Wan-Ting, 許婉婷 |
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| Rok vydání: | 2015 |
| Druh dokumentu: | 學位論文 ; thesis |
| Popis: | 103 The purposes of this study were to design a curriculum of integrative activities with humor which was suitable for junior high school students and to investigate the effects of the curriculum on students’ sense of humor, emotion regulation, and humor styles. The design of nonequivalent pretest-posttest control group, as quasi-experiment design was applied to the study. There were 241 students in total from a junior high school in Taoyuan city participating in this study, 117 of which were assigned to the experimental group and 124 of which to the control group. Students in the experimental group went through 4 sequential sections into the curriculum of integrative activities with humor for 12 weeks, 45 min per week, while those in the control group accepted the traditional curriculum of integrative activities. The quantitative instruments utilized to examine the effects of this study were the multidimensional sense of humor scale, the Emotion Regulation Questionnaire (ERQ), and the traditional Chinese version of the Humor Styles Questionnaire (HSQ-TC), which were administered at the end of the curriculum. The findings were presented as the following: 1.The curriculum of integrative activities with humor is feasible. 2.The curriculum of integrative activities with humor could improve junior high school students’ sense of humor, and the aspects of the ability of humor creativity, the ability of humor coping, and the attitude toward humor. But, it could not improve the aspects of the ability of understanding of humor, the ability of using humor in social context, and the tendency to laugh. 3.The curriculum of integrative activities with humor could improve junior high school students’ cognition reappraisal, and the improvement tends to be more obvious than the traditional curriculum of integrative activities. But, it could not drop expressive suppression. 4.The curriculum of integrative activities with humor could not improve junior high school students’ affiliative humor and self-enhancing humor, and it could not drop aggressive humor and self-defeating humor, either. Base on the result of the study, the researcher also discussed and provided concrete suggestions for future development of schooling and research. |
| Databáze: | Networked Digital Library of Theses & Dissertations |
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