Whether positive emotions and humor can improve the science problem-solving performance of adolescents

Tzu Wei Fang, Hsueh Chih Chen, Hsiao Ching She, Chia Ling Su

Research output: Contribution to journalArticle

2 Citations (Scopus)

Abstract

This study investigates whether emotions and humor can influence science problem-solving performance, cognitive appraisal, and emotion after the event. This study conducts a survey of 318 junior high school students (166 Male and 152 Female). The statistical methods used to analyze the data are t test and multivariate analysis of variance (MANOVA). The results of this study are as follows: (1) When solving the scientific problem of Oil and Vinegar Separation, students with high positive emotions had superior science problem-solving performance, interest appraisal, and positive emotions after the event compared to students with low positive emotions; however, they experienced lower negative emotion after the event than low positive emotion students did; and (2) when solving the scientific problem of Can the Iron Bar Pierce the Paper, students with high positive emotions reported higher scores of cognitive appraisal (interest and difficulty) and positive emotion after the event, compared to students with low positive emotions. Additionally, humorous items produced more positive emotions compared to non-humorous items. However, no differences existed between the influence of humorous items and non-humorous items on science problem-solving performance, cognitive appraisal, and emotion after the event.

Original languageEnglish
Pages (from-to)43-68
Number of pages26
JournalJournal of Research in Education Sciences
Volume56
Issue number4
Publication statusPublished - 2011 Dec

Fingerprint

humor
emotion
adolescent
science
performance
event
student
statistical method
analysis of variance
multivariate analysis

Keywords

  • Cognitive appraisal
  • Humor
  • Positive and negative emotion
  • Science problem solving

ASJC Scopus subject areas

  • Education

Cite this

Whether positive emotions and humor can improve the science problem-solving performance of adolescents. / Fang, Tzu Wei; Chen, Hsueh Chih; She, Hsiao Ching; Su, Chia Ling.

In: Journal of Research in Education Sciences, Vol. 56, No. 4, 12.2011, p. 43-68.

Research output: Contribution to journalArticle

@article{7d8f85403cf64a109b1920633da72df1,
title = "Whether positive emotions and humor can improve the science problem-solving performance of adolescents",
abstract = "This study investigates whether emotions and humor can influence science problem-solving performance, cognitive appraisal, and emotion after the event. This study conducts a survey of 318 junior high school students (166 Male and 152 Female). The statistical methods used to analyze the data are t test and multivariate analysis of variance (MANOVA). The results of this study are as follows: (1) When solving the scientific problem of Oil and Vinegar Separation, students with high positive emotions had superior science problem-solving performance, interest appraisal, and positive emotions after the event compared to students with low positive emotions; however, they experienced lower negative emotion after the event than low positive emotion students did; and (2) when solving the scientific problem of Can the Iron Bar Pierce the Paper, students with high positive emotions reported higher scores of cognitive appraisal (interest and difficulty) and positive emotion after the event, compared to students with low positive emotions. Additionally, humorous items produced more positive emotions compared to non-humorous items. However, no differences existed between the influence of humorous items and non-humorous items on science problem-solving performance, cognitive appraisal, and emotion after the event.",
keywords = "Cognitive appraisal, Humor, Positive and negative emotion, Science problem solving",
author = "Fang, {Tzu Wei} and Chen, {Hsueh Chih} and She, {Hsiao Ching} and Su, {Chia Ling}",
year = "2011",
month = "12",
language = "English",
volume = "56",
pages = "43--68",
journal = "Journal of Research in Education Sciences",
issn = "2073-753X",
publisher = "國立臺灣師範大學",
number = "4",

}

TY - JOUR

T1 - Whether positive emotions and humor can improve the science problem-solving performance of adolescents

AU - Fang, Tzu Wei

AU - Chen, Hsueh Chih

AU - She, Hsiao Ching

AU - Su, Chia Ling

PY - 2011/12

Y1 - 2011/12

N2 - This study investigates whether emotions and humor can influence science problem-solving performance, cognitive appraisal, and emotion after the event. This study conducts a survey of 318 junior high school students (166 Male and 152 Female). The statistical methods used to analyze the data are t test and multivariate analysis of variance (MANOVA). The results of this study are as follows: (1) When solving the scientific problem of Oil and Vinegar Separation, students with high positive emotions had superior science problem-solving performance, interest appraisal, and positive emotions after the event compared to students with low positive emotions; however, they experienced lower negative emotion after the event than low positive emotion students did; and (2) when solving the scientific problem of Can the Iron Bar Pierce the Paper, students with high positive emotions reported higher scores of cognitive appraisal (interest and difficulty) and positive emotion after the event, compared to students with low positive emotions. Additionally, humorous items produced more positive emotions compared to non-humorous items. However, no differences existed between the influence of humorous items and non-humorous items on science problem-solving performance, cognitive appraisal, and emotion after the event.

AB - This study investigates whether emotions and humor can influence science problem-solving performance, cognitive appraisal, and emotion after the event. This study conducts a survey of 318 junior high school students (166 Male and 152 Female). The statistical methods used to analyze the data are t test and multivariate analysis of variance (MANOVA). The results of this study are as follows: (1) When solving the scientific problem of Oil and Vinegar Separation, students with high positive emotions had superior science problem-solving performance, interest appraisal, and positive emotions after the event compared to students with low positive emotions; however, they experienced lower negative emotion after the event than low positive emotion students did; and (2) when solving the scientific problem of Can the Iron Bar Pierce the Paper, students with high positive emotions reported higher scores of cognitive appraisal (interest and difficulty) and positive emotion after the event, compared to students with low positive emotions. Additionally, humorous items produced more positive emotions compared to non-humorous items. However, no differences existed between the influence of humorous items and non-humorous items on science problem-solving performance, cognitive appraisal, and emotion after the event.

KW - Cognitive appraisal

KW - Humor

KW - Positive and negative emotion

KW - Science problem solving

UR - http://www.scopus.com/inward/record.url?scp=84965167445&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84965167445&partnerID=8YFLogxK

M3 - Article

AN - SCOPUS:84965167445

VL - 56

SP - 43

EP - 68

JO - Journal of Research in Education Sciences

JF - Journal of Research in Education Sciences

SN - 2073-753X

IS - 4

ER -