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Student evaluation of a teacher's us...

St. Pierre, James.

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Student evaluation of a teacher's use of student-disparaging versus self-disparaging humor.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Student evaluation of a teacher's use of student-disparaging versus self-disparaging humor./
Author:	St. Pierre, James.
Description:	81 p.
Notes:	Chairperson: Jennings Bryant.
Contained By:	Dissertation Abstracts International62-03A.
Subject:	Education, Educational Psychology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3008562
ISBN:	0493178732

Student evaluation of a teacher's use of student-disparaging versus self-disparaging humor.
St. Pierre, James.

Student evaluation of a teacher's use of student-disparaging versus self-disparaging humor. - 81 p.

Chairperson: Jennings Bryant.

Thesis (Ph.D.)--The University of Alabama, 2001.

The results of this study support those from previous research which found that females respond more favorably to a teacher's use of self-disparaging humor than to humor that disparages another, regardless of the gender of the teacher. In contrast to the findings of previous research, however, a female teacher's appeal was increased by the use of self-disparaging humor and decreased by the use of student-disparaging humor. And, also in contrast to previous findings, male students failed to demonstrate a significant preference for a teacher's use of student-disparaging humor as compared to self-disparaging humor. Male students showed no significant preference for a teacher's humor use on any evaluation measure except <italic>Friendly</italic>, where a teacher's use of self-disparaging humor was evaluated more favorably than the use of student-disparaging humor.

ISBN: 0493178732Subjects--Topical Terms:

1017560
Education, Educational Psychology.

Student evaluation of a teacher's use of student-disparaging versus self-disparaging humor.
LDR:02857nam 2200301 a 45 001 934534
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008 110509s2001 eng d
020 $a 0493178732
035 $a (UnM)AAI3008562
035 $a AAI3008562
040 $a UnM $c UnM
100 1 $a St. Pierre, James. $3 1258234
245 1 0 $a Student evaluation of a teacher's use of student-disparaging versus self-disparaging humor.
300 $a 81 p.
500 $a Chairperson: Jennings Bryant.
500 $a Source: Dissertation Abstracts International, Volume: 62-03, Section: A, page: 0914.
502 $a Thesis (Ph.D.)--The University of Alabama, 2001.
520 $a The results of this study support those from previous research which found that females respond more favorably to a teacher's use of self-disparaging humor than to humor that disparages another, regardless of the gender of the teacher. In contrast to the findings of previous research, however, a female teacher's appeal was increased by the use of self-disparaging humor and decreased by the use of student-disparaging humor. And, also in contrast to previous findings, male students failed to demonstrate a significant preference for a teacher's use of student-disparaging humor as compared to self-disparaging humor. Male students showed no significant preference for a teacher's humor use on any evaluation measure except <italic>Friendly</italic>, where a teacher's use of self-disparaging humor was evaluated more favorably than the use of student-disparaging humor.
520 $a Without exception, a teacher's use of student-disparaging humor resulted in significantly lower ratings on the component <italic>Friendly</italic>, and female teachers' evaluations suffered the most when using student-disparaging humor. For affective judgments by students, self-disparaging humor was superior at producing a positive influence on a teacher's evaluation as compared to student-disparaging humor.
520 $a Student ratings of enjoyment of a teacher's lecture were positively associated with more favorable teacher evaluations on <italic>Friendly</italic>, <italic> Intelligent</italic>, and <italic>Entertaining</italic>. In addition, with one evaluation item, <italic>The teacher did a good job</italic>, higher ratings of enjoyment of the lecture were associated with increases in learning as measured by recall of information presented during the lecture. No significant differences were found in students' motivation to take a future class from any of the teachers used in our study. Males recalled information more accurately than the females.
590 $a School code: 0004.
650 4 $a Education, Educational Psychology. $3 1017560
650 4 $a Psychology, Personality. $3 1017585
690 $a 0525
690 $a 0625
710 2 0 $a The University of Alabama. $3 1019361
773 0 $t Dissertation Abstracts International $g 62-03A.
790 $a 0004
790 1 0 $a Bryant, Jennings, $e advisor
791 $a Ph.D.
792 $a 2001
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3008562