期刊
COMMUNICATION QUARTERLY
卷 63, 期 1, 页码 44-61出版社
ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
DOI: 10.1080/01463373.2014.965840
关键词
Cognitive Learning; Grade Orientation; Instructional Humor Processing Theory; Instructor Humor Orientation; Learning Orientation; Out Of Class Communication; Participation
This study used instructional humor processing theory to examine how instructors' humor enhanced students' learning outcomes (i.e., cognitive learning, extra effort) and communication practices both inside (i.e., participation) and outside (i.e., out-of-class communication) the college classroom. These relationships were examined while controlling for students' educational orientations (i.e., learning orientation, grade orientation), which are known to influence students' learning and motivation in their course-work. Hierarchical regression analyses indicated that learning orientation was a positive predictor of students' cognitive learning, extra effort, participation, and out-of-class communication, whereas grade orientation was a negative predictor of participation and out-of-class communication. Results also indicated that after controlling for variance explained by students' learning and grade orientations, instructor humor remained a positive predictor of students' cognitive learning, extra effort, participation, and out-of-class communication.
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