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

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.