幽默融入綜合活動課程對國中生幽默感、情緒調節、幽默風格之影響

Abstract

本研究旨在設計一份適合國中生，並兼顧認知、情意、技能三層面教學目標的幽默融入綜合活動課程，及瞭解此課程對國中生「幽默感」、「情緒調節」與「幽默風格」之影響。 本研究採不等組前測後測準實驗設計，針對桃園市某國中241名學生，進行一週45分鐘，為期12週的課程介入。分為實驗組117位，接受「幽默融入綜合活動課程」；對照組124位，接受「一般綜合活動課程」。成效評估以「多向度幽默感量表」、「情緒調節量表」、「正體中文版『幽默風格量表』」之測得分數，經統計分析後所得之資料為依據。 本研究結果發現： 1.幽默融入綜合活動課程適合國中生，並兼顧認知、情意、技能三層面教學目標，具有可行性。 2.幽默融入綜合活動課程對國中生「幽默感」之影響：可以有效提升整體「幽默感」，以及其中的「幽默創造能力」、「幽默因應能力」、「對幽默的態度」；但是，無法有效提升「幽默理解能力」、「社交情境中的幽默能力」、「笑的傾向」。 3.幽默融入綜合活動課程對國中生「情緒調節」之影響：可以有效提升「認知重評」的情緒調節策略，並呈現較一般綜合活動課程更具成效的趨勢；但是，無法有效降低「表達壓抑」的情緒調節策略。 4.幽默融入綜合活動課程對國中生「幽默風格」之影響：無法有效提升「親和型幽默」和「自我提升型幽默」，亦無法有效降低「攻擊型幽默」和「自我貶抑型幽默」。 本研究最後作總結性討論，且提出具體建議以供作未來教學實務與後續相關研究參考。The purposes of this study were to design a curriculum of integrative activities with humor which was suitable for junior high school students and to investigate the effects of the curriculum on students’ sense of humor, emotion regulation, and humor styles. The design of nonequivalent pretest-posttest control group, as quasi-experiment design was applied to the study. There were 241 students in total from a junior high school in Taoyuan city participating in this study, 117 of which were assigned to the experimental group and 124 of which to the control group. Students in the experimental group went through 4 sequential sections into the curriculum of integrative activities with humor for 12 weeks, 45 min per week, while those in the control group accepted the traditional curriculum of integrative activities. The quantitative instruments utilized to examine the effects of this study were the multidimensional sense of humor scale, the Emotion Regulation Questionnaire (ERQ), and the traditional Chinese version of the Humor Styles Questionnaire (HSQ-TC), which were administered at the end of the curriculum. The findings were presented as the following: 1.The curriculum of integrative activities with humor is feasible. 2.The curriculum of integrative activities with humor could improve junior high school students’ sense of humor, and the aspects of the ability of humor creativity, the ability of humor coping, and the attitude toward humor. But, it could not improve the aspects of the ability of understanding of humor, the ability of using humor in social context, and the tendency to laugh. 3.The curriculum of integrative activities with humor could improve junior high school students’ cognition reappraisal, and the improvement tends to be more obvious than the traditional curriculum of integrative activities. But, it could not drop expressive suppression. 4.The curriculum of integrative activities with humor could not improve junior high school students’ affiliative humor and self-enhancing humor, and it could not drop aggressive humor and self-defeating humor, either. Base on the result of the study, the researcher also discussed and provided concrete suggestions for future development of schooling and research.