Instruction in Indian Secondary Schools: The Indirect Effect of Teacher Humor on Student Engagement Through Interest

被引：0

作者：

Rudick, C. Kyle ^{[1
,2
]}

Goodboy, Alan K. ^{[3
]}

Vadhera, Aashita Singh ^{[4
]}

Gill, Seerat ^{[4
]}

Goel, Jai Madhav ^{[4
]}

Atwal, Jasleen Kaur ^{[4
]}

Gupta, Divij ^{[4
]}

Saluja, Khushi ^{[4
]}

Nimbokar, Arunima ^{[4
]}

Singh, Kanwardeep ^{[4
]}

Kapoor, Siya ^{[4
]}

Kaur, Simrandeep ^{[4
]}

Jetley, Ojas ^{[4
]}

Malik, Sehar ^{[4
]}

机构：

[1] Univ Northern Iowa, Cedar Falls, IA 50613 USA

[2] Univ Northern Iowa, Cedar Falls, IA USA

[3] West Virginia Univ, Morgantown, WV USA

[4] Kigen Acad, Mohali, Punjab, India

来源：

COMMUNICATION REPORTS | 2024年 / 37卷 / 01期

关键词：

engagement; humor; India; interest; secondary education; COMMUNICATION BEHAVIORS; ASSOCIATIONS; VALIDITY; INAPPROPRIATE; APPROPRIATE; VALIDATION;

D O I：

10.1080/08934215.2023.2294716

中图分类号：

G2 [信息与知识传播];

学科分类号：

05 ; 0503 ;

摘要：

This study tested the indirect effect of instructor course-related humor on student engagement through situational interest (mediation-by-situational interest hypothesis) in the Indian, grades 9-12 context. We hypothesized that instructors' use of humor would provide an affective trigger to Indian students' emotional interest (i.e., catch), which in turn, would foster cognitive interest (i.e., hold), ultimately leading to increased student engagement. We found evidence for serial indirect effects on students' silent in-class engagement, oral in-class engagement, and thinking about course content, supporting the mediation-by-situational interest hypothesis. We encourage instructional scholars to generalize beyond primarily White and U.S.-born college students.

引用

页码：60 / 74

页数：15

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