The Effects of Humor Intervention on Teenagers’ Sense of Humor, Positive Emotions, and Learning Ability: A Positive Psychological Perspective

Yu Hsiu Liao, Mei Fang Lee, Yao Ting Sung, Hsueh Chih Chen*

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

1 Citation (Scopus)

Abstract

Amid widespread concerns about the mental health of teenagers, this quasi-experimental study examines the effects of a classroom humor intervention on 268 seventh graders’ positive emotions, as well as their sense of humor and language ability. The participants completed self-report measures and a language exam before and after the intervention, which lasted six weeks. Analysis of covariance and mediation analysis were used to evaluate the effects. The results supported the researchers’ hypotheses that the humor intervention would significantly increase learners’ positive emotions, sense of humor, and language ability. The mediation analysis revealed that sense of humor mediated the relationship between the humor intervention and positive emotions, and that neither sense of humor nor positive emotion was the sole factor contributing to the observed learning gains. The study concludes that the intervention helped foster a learner-friendly environment in which the participants increased their positive emotions, sense of humor and language ability simultaneously, and makes recommendations for practitioners and future researchers on that basis.

Original languageEnglish
Pages (from-to)1463-1481
Number of pages19
JournalJournal of Happiness Studies
Volume24
Issue number4
DOIs
Publication statusPublished - 2023 Apr

Keywords

  • Humor intervention
  • Learning gains
  • Positive emotions
  • Positive psychology
  • Sense of humor

ASJC Scopus subject areas

  • Social Sciences (miscellaneous)

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