研究生: |
江珮榆 Chiang, Pei-Yu |
---|---|
論文名稱: |
正體中文版幽默自我效能與認同量表之發展與信、效度研究 A Reliability and Validity Study on the Development of the Traditional Chinese Version Humor Efficacy and Identity Short Scales (HEISS-TC) |
指導教授: |
張雨霖
Chang, Yu-Lin |
口試委員: |
張雨霖
Chang, Yu-Lin 陳學志 Chen, Hsueh-Chih 邱發忠 Ciou, Fa-Jhong |
口試日期: | 2024/07/22 |
學位類別: |
碩士 Master |
系所名稱: |
創造力發展碩士在職專班 Continuing Education Master's Program of Creativity Development |
論文出版年: | 2024 |
畢業學年度: | 112 |
語文別: | 中文 |
論文頁數: | 90 |
中文關鍵詞: | 幽默自我效能 、幽默自我認同 、創意自我效能 、信度 、效度 |
英文關鍵詞: | Humor self-Efficacy, Humor Identity, creative self-efficacy, reliability, validity |
研究方法: | 調查研究 |
DOI URL: | http://doi.org/10.6345/NTNU202401259 |
論文種類: | 學術論文 |
相關次數: | 點閱:96 下載:6 |
分享至: |
查詢本校圖書館目錄 查詢臺灣博碩士論文知識加值系統 勘誤回報 |
本研究旨在發展及探討中文版幽默自我效能與認同量表之信、效度,並進一步分析年齡、性別及幽默從業經驗對幽默自我效能與認同之影響。本研究翻譯Silvia等人(2021)編製的幽默自我效能與認同量表短版(Humor Efficacy and Identity Short Scales, HEISS)8題及原始量表其餘的16題,共計24題。以臺灣地區197名大學及研究學生為預試樣本,透過項目分析及探索性因素分析進行刪題及確認正式量表題目,形成24題的正體中文版幽默自我效能與認同量表(Traditional Chinese Version Humor Efficacy and IdentityScales, HEIS-TC)長版,以及8題的HEISS-TC短版。接著以706名各領域在職成人、237名大學生以及42名幽默從業人員為正式樣本進行施測,並且同步施測多向度幽默感、搞笑風格、幽默風格、嘲笑風格、創意自我效能、大五人格暗黑四特質以及玩興等效標測量。據以進行驗證性因素分析、效標關連分析,並比較不同性別、年齡及幽默從業經驗群體之差異。研究結果如下:
一、 中文版幽默自我效能與認同量表長版總量表Cronbach's α內部一致性係數為 .962,各向度的Cronbach's α數值介於.920到 .967;短版總量表Cronbach's α內部一致性係數為 .900,各向度的Cronbach's α數值介於.837到 .894。重測信度長版總量表相關為 .974,總量表與各分量表間的相關係數介於.553到 .905,短版量表重測信度相關係數總量表間相關為 .918,各構面與總量表間的相關係數介於 .682到 .824之間,皆為高度正相關,顯示本量表具有良好的內部一致性信度,以及重測信度。
二、 本研究分別以驗證性因素分析瞭解中文版幽默自我效能與認同量表長版及短版之建構效度:模式適配度除χ2外,其他適配性指標均達到標準,每個因素的負荷量均顯著(p < .001),具有良好的結構有效性。而短版量表在建構效度、適配度方面皆優於長版量表,因此本研究採用8題之短版量表作為後續研究量表。
三、 效標關聯效度方面,分為三個效標分類:幽默相關測量的多向度幽默感、搞笑風格、幽默風格與嘲笑風格;「自我效能」相關測量的創意自我效能;幽默特質相關測量的大五人格、暗黑四特質及玩興。整體而言中文版幽默自我效能與認同與多向度幽默感、搞笑風格、創意自我效能及玩興有高度正相關;與幽默風格中的親和型幽默、自我提升型幽默有高度正相關,和自我貶抑型幽默有中低度正相關;與嘲笑風格中的喜被笑有中低度正相關;與暗黑四特質中的自戀有高正相關;與大五人格中的開放性人格、外向性人格有高度的正相關。表示本量表的信度與效度良好。
四、 在幽默從業經驗、性別與年齡對幽默自我效能與認同的影響方面,具幽默從業經驗的喜劇工作者不論在幽默自我效能、幽默自我認同皆顯著高於大學生及成人,而一般成人與大學生無顯著差異;性別方面不論是幽默自我效能或是幽默自我認同,男性平均分皆高於女性,並有顯著差異。但年齡與幽默自我效能與認同無顯著相關。
研究者最後根據研究結果提出建議,供實務工作及未來研究作為參考。
The present study aims to develop and examine the reliability and validity of the Traditional Chinese version Humor Efficacy and Identity Scales (HEIS-TC), and further analyze the impact of age, gender and humor experience on humor self-efficacy and identification. This study translated 8 questions from the Humor Efficacy and Identity Short Scales (HEISS) compiled by Silvia et al. (2021) and the remaining 16 questions from the original scale, for a total of 24 questions. Taking 197 university and research students in Taiwan as a pre-test sample, item analysis and exploratory factor analysis were used to delete items and confirm the formal scale items, forming a 24-item traditional Chinese version of the Humor Self-Efficacy and Identity Scale (Traditional Chinese Version Humor Efficacy and Identity Scales, HEIS-TC) long version, and the 8-question HEISS-TC. Subsequently, a formal sample consisting of 706 working adults from various fields, 237 university students, and 42 comedians was recruited to participate in the measurement. The Multidimensional Sense of Humor Scale, comic style maker, Humor Styles Questionnaire, PhoPhiKat-TC Scale, Creative self-efficacy Scale, Big Five Personality Traits, The Short Dark Tetrad and Adult Playfulness Scale equivalent standard measurements are simultaneously measured. Based on this, confirmatory factor analysis and criterion correlation analysis were conducted, and the differences among different gender, age and humor industry experience groups were compared. The research results are as follows:
1. The Chinese version of the Humor Self-Efficacy and Identity Scale long version total scale Cronbach's α internal consistency coefficient is .962, Cronbach's α values in each dimension range from .920 to .967; short version total scale Cronbach's α internal consistency The coefficient of correlation is .900, and the Cronbach's α values for each dimension range from .837 to .894. The test-retest reliability of the long version of the total scale is .974. The correlation coefficients between each subscale and the total scale range from .553 to .905. The test-retest reliability correlation coefficient of the short version of the scale and the total scale correlation is. 918. The correlation coefficients between each facet and the total scale range from .682 to .824, all of which are highly positive correlations, indicating that this scale has good internal consistency reliability and test-retest reliability.
2. This study used confirmatory factor analysis to understand the construct validity of the long and short versions of the Chinese version of the Humor Self-Efficacy and Identity Scale: except for χ2, other fitness indicators of the model met the standard, and each factor The loadings are all significant (p < .001), indicating good construct validity. The short version of the scale is superior to the long version of the scale in terms of construct validity and adaptability, so this study uses the 8-question short version of the scale as the scale for subsequent research.
3. In terms of criterion-related validity, it is divided into three criterion categories: Multidimensional Sense of Humor Scale, comic style maker, Humor Styles Questionnaire, PhoPhiKat-TC Scale for humor-related measurements; Creative self for "self-efficacy" related measurements -efficacy Scale; humor trait-related measures of the Big Five Personality Traits, The Short Dark Tetrad and Adult Playfulness Scale. Overall, the Chinese version of humor self-efficacy and identity are highly positively correlated with the Multidimensional Sense of Humor Scale, comic style maker, Creative self-efficacy and Adult Playfulness Scale; and are highly positively correlated with Affiliative humor and Self-enhancing humor in the Humor Styles Questionnaire. Correlated, with a medium to low positive correlation with Self-defeating humor; with a medium to low positive correlation with Phi in the PhoPhiKat-TC Scale; with a high positive correlation with narcissism in The Short Dark Tetrad; with Openness in the Big Five Personality Traits , Extraversion has a high degree of positive correlation. It indicates that the reliability and validity of this scale are good.
4. In terms of the impact of humor experience, gender and age on humor self-identity and efficacy, comedy workers with humor experience have significantly higher humor self-efficacy and humor self-identity than college students and adults, while there is no significant difference between general adults and college students; in terms of gender, whether it is humor self-efficacy or humor self-identity, the average score of men is higher than that of women, and there is a significant difference. However, age was not significantly related to humor self-efficacy and identification.
The researcher finally makes suggestions based on the research results for reference in practical work and subsequent research.
方美滿(2017)。幽默感、專業認與創意教學之關係探討-以彰化縣立國中教師為例。[未出版之碩士論文]。中州科技大學。
王建雅(2010)。八向度幽默風格量表之發展暨其與自尊、人格特質、依附風格關係之探討。[未出版之碩士論文]。國立臺灣師範大學。
王貞人(2023)。中年者長期參與志願服務動機與自我認同之探究。[未出版之碩士論文]。國立臺中教育大學。
王郁芳(2005)。台北縣某完全中學國中生拒菸行為及相關因素研究。[未出版之碩士論文]。國立台灣師範大學。
江宜珍、李蘭、吳文琪、邱玉蟬、鄭其嘉、盛慧珊(2011)。「台灣青少年幽默測量工具」之發展與編製。測驗學刊專刊,179 - 205。
江珮鈺(2014)。國中教師幽默感、身心健康與創新教學關係之研究-以桃園縣為例。[未出版之碩士論文]。中原大學。
https://doi.org/10.6840/cycu201400230
何茉如、林世華(2000)。國中生幽默感對於生活壓力、身心健康調節作用之研究。教育心理學報,32(1),123 - 156。
何湘菱(2014)。嘉南地區國中教師幽默感、自我復原力與教學效能之相關研究。[未出版之碩士論文]。國立臺南大學。
余嬪、吳靜吉、林偉文、楊潔欣(2003)。成人玩興量表與組織玩興氣氛量表之發展。中國測驗學會測驗學刊,50(1),73-110。http://dx.doi.org/10.7108/PT.200306.0073
吳芳菁(2001)。桃園縣國中學生飲用市售飲料狀況與相關因素研究。[未出版之碩士論文]。國立臺灣師範大學。
吳淑娟(2012)。新北市國中導師幽默感與師生關係之研究。[未出版之碩士論文]。國立台北教育大學。
李尹暘(2007)。自我效能理論之分析與應用。澄清醫護管理雜誌,3(2),46 - 52。https://doi.org/10.30156/CCMJ.200704.0005
李杰炫(2000)。青少年戒菸意向之研究:計劃行為理論之應用-以台中縣、市專 科吸菸學生為例。[未出版之碩士論文]。靜怡大學。
李陸婷(2016)。國中教師幽默感、學生學習自我效能與課業壓力之相關研究。[未出版之碩士論文]。華梵大學。
林文安(2011)。新北市國民小學教師幽默感與創新教學之相關研究。[未出版之碩士論文]。國立臺北教育大學。
林志鈞(2019)。教師之幽默感、壓力知覺、自我能對教學創新之影響。樹德科技大學學報一卷,113-141。
林岳欣(2009)。大學學務主管僕人式領導、部屬工作士氣及服務導向組織公民行為關係模式之研究-以主管幽默為干擾變項。[未出版之碩士論文]。長榮大學。https://doi.org/10.6833/CJCU.2009.00111
林美和(2006)。成人發展、性別與學習。五南。
林耀南、朱志忠(2011)。第一線服務人員幽默感、情緒勞動能力、自我效能與顧客關係品質之探討。中華管理學報,12(3),1-20。
林耀南、楊婉如(2008)。多向度幽默感對自尊、工作倦怠與工作滿足之影響-以第一線服務人員爲例。商管科技季刊,9(4),417-442。http://dx.doi.org/10.30083/CMQ.200812.0001
邱發忠(1999)。幽默創造訓練之課程設計及效果評估研究。[未出版之碩士論文]。私立輔仁大學。
邱發忠、陳學志、卓淑玲(2003)。幽默創造訓練之課程設計暨實徵效果評估。教育心理學報, 34(2),179-198。
https://doi.org/10.6251/BEP.20020628
邱霓敏(2001)。高雄市國小高年級學生氣質、自我概念與學業表現之相關研究。[未出版之碩士論文]。國立高雄師範大學。
施筱芸(2014)。台灣南部地區國民中學輔導教師工作壓力、輔導自我效能與工作滿意度之相關研究。[未出版之碩士論文]。國立高雄師範大學。
胡素慈(2002)。國小學生因應日常生活問題策略及其影響因素之徑路分析研究。[未出版之碩士論文]。 國立高雄師範大學。
張玉鳯(2001)。台北市某國中學生攝取蔬果行為相關因素之研究。[未出版之碩士論文]。國立臺灣師範大學。
張妙嬋(2019)。青少年依附關係、復原力與自我認同之相關研究。[未出版之碩士論文]。高雄師範大學。
張春興(1971)。兒童語文學習環境對其聯對學習與遺忘之影響。心理與教育,5(12),11-23。
張春興(2006)。張氏心理學辭典(重訂一版)。東華書局。
張美(2015)。國中教師自我效能、情緒管理與教師幸福感關係之研究-以桃園市為例。[未出版之碩士論文]。中原大學。
張景媛、陳學志、黃譯瑩(2006)。融入式幽默訓練課程對中小學生創造思考與同儕關係之影響。慈濟大學教育學院學刊,2,67-108。
陳坤虎、雷庚玲、吳英璋(2005)。不同階段青少年之自我認同內容及 危機探索之發展差異。中華心理學刊,47(3),249-268。
陳俊宇(2012)。主管幽默感、員工溝通滿足與工作績效關係之研究—以半導體機械零件業為實證。〔未出版之碩士論文〕。長榮大學。https://doi.org/10.6833/CJCU.2012.00072
陳淑蓉、陳學志(2005)。幽默感的定義與測量:多向度幽默感量表之編製。應用心理研究,26,167-187。
陳敦禮、張聰榮、陳文慶、方和明、黃永政、賴淑惠(2004)。社區老年人之運動認知、運動行為相關因素以及運動學習成效之研究-以台中縣沙鹿鎮與彰化市桃源里為例。弘光學報,43,179-187。
https://doi.org/10.6615/HAR.200405.43.19
陳雅雯(2004)。中部地區國小年級學童自我概念、學習動機與學業成就關係之研究。[未出版之碩士論文]。國立臺中師範學院。
陳慧雯(2015)。國中生幽默感、自我效能與復原力關係之研究-以桃園市為例。[未出版之碩士論文]。中原大學。
陳學志(1991)。幽默理解之認知歷程。國立台灣大學心理學研究所博士論文,台北市。
陳學志、詹雨臻(2011)。被笑恐懼相關特質的測量與信度及效度之評估。測驗學刊,58(1),119-145。
http://dx.doi.org/10.7108/PT.201103.0119
曾珮媛(2010)。諮商師及準諮商師完美主義與諮商自我效能之相關研究。[未出版之碩士論文]。國立臺東大學。
曾敬梅(2002)。研究生玩興、幽默、創意態度、所知覺系所創造氛圍與創造力之關係。[未出版之碩士論文]。國立政治大學。
黃俊堯(2021)。臺北市國小高年級學生父母管教方式、人際關係與自 我認同之相關研究。[未出版之碩士論文]。國立臺北教育大學。
黃淑貞、姚元青(1999)。大學生的健康信念、飲食相關自我效能與飲食行為研究。師大學報:教育類,44(1&2),43-53。https://doi.org/10.29882/JTNUE.199910.0003
黃慧菁(2007)。國中小學生健康行為自我效能和健康促進生活型態之相關研究。[未出版之碩士論文]。國立新竹教育大學。
楊雪,尹天子,傅麗萍(2016)。大學新生幽默感和適應性的相關研究。心理學進展,6。
https://doi.org/10.12677/AP.2016.61006
詹孟傑(2009)。國小教師幽默感與教學效能關係之研究-以屏東縣為例。[未出版之碩士論文]。國立高雄師範大學。
詹雨臻、陳學志、卓淑玲(2011)。區分善良與友善的幽默-正體中文版「幽默風格量表」的發展。測驗學刊專刊,207-234。
http://dx.doi.org/10.7108/PT.201104.0062
劉佩雲(1990)。性別、創造力、自我檢校與幽默感的關係。[未出版之碩士論文]。國立政治大學。
劉雅文(2010)。國小高年級學生網路使用行為與自我概念、學業成就之研究。[未出版之碩士論文]。私立中華大學。
劉蓉果、朱瑞玲(2020)。臺灣民衆幸福感變動趨勢:世代、年齡及人格的影響。人口學刊,60,43-94。
https://doi.org/10.6191/JPS.202006_(60).0002
劉鳳芯(2017)。圖畫書中的幽默與趣味-以「豐子愷兒童圖畫書獎」得獎作品為例。竹蜻蜓.兒少文學與文化,3,153-191。https://doi.org/10.6738/bdclc.201703_(3).0005
潘進財(2005)。北縣國小六年級學生自我概念、父母管教方式舆學業成就之相關研究。[未出版之碩士論文]。私立銘傳大學。
蔣葆琳(2002)。大學生在非同步網路學習環境中的自我效能。[未出版之碩士論文]。國立東華大學。
蕭颯、王文欽、徐智策(1995)。幽默心理學。智慧。
戴玉錦(2005)。高中職輔導教師生命意義感與輔導自我效能關係之研究。[未出版之碩士論文]。國立高雄師範大學。
True,H.著(1984)。幽默就是力量(Humor power)。(鄭慧玲譯)。遠流。(原著出版於1983)
Bandura, (1995). A: Self-efficacy in changing societies.New York: Cambridge University Press.
Bandura, (1997). A: Self-efficacy: The exercise of control.New York: W. H. Freeman and Company.
Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Revisw, 84(2), 191-215
Bandura, A. (1982). Self-efficacy mechanism in human agency. American Psychologist, 37(2), 122-147.
Beermann, U., & Ruch, W. (2009). How virtuous is humor? What we can learn from current instruments. The Journal of Positive Psychology, 4(6), 528–539. https://doi.org/10.1080/17439760903262859
Bergen, D. (2020). The development of sex differences in humor initiation and appreciation. HUMOR, 33, 179 - 195.
https://doi.org/10.1515/humor-2018-0136
Bliuc, A. M., Ellis, R. A., Goodyear, P., & Hendres, D. M. (2011). The role of social identification as university student in learning: Relationships between students’ social identity, approaches to learning, and academic achievement. Educational Psychology, 31(5), 559-574.
Brawer, J., & Amir, O. (2021). Mapping the ‘funny bone’: neuroanatomical correlates of humor creativity in professional comedians. Social Cognitive and Affective Neuroscience, 16, 915 - 925.
https://doi.org/10.1093/scan/nsab049
Cheek, J. M. (1989). Identity orientations and self-interpretation. D. M Buss& N. Cantor, Personality psychology: Recent trends and emerging directions, 275-285.
Cheek, J. M., & Briggs, S. R. (1982). Self-consciousness and aspects of identity. Journal of Research in Personality, 16, 401-408.
Claire Ellen Weinstein, Taylor W. Acee & JaeHak Jung. (2011). Self-regulation and learning strategies. New Directions for Teaching and Learning, 126, 45-53. https://doi.org/10.1002/tl.443
Crocetti, E. (2017). Identity Formation in Adolescence: The Dynamic of Forming and Consolidating Identity Commitments. Child Development Perspectives, 11(2), 145-150.
Crocetti, E., Jahromi, P. & Meeus, W. (2012). Identity and civic engagement in adolescence. Journal of Adolescence, 35, 521-532.
Desharnair, R., Bouillon. J., & Godin. G. (1989). Self-efficacy and outcome expectations as determinants of exercise adherence. Psychological Reports, 59, 1155-1159.
Forabosco, G. (1992). Cognitive aspects of the humor process: The concept of incongruity. Humor: International Journal of Humor Research, 5(1-2), 45–68.
Franklin, R., & Adams, R. (2011). The reward of a good joke: neural correlates of viewing dynamic displays of stand-up comedy. Cognitive, Affective, & Behavioral Neuroscience, 11, 508-515.
https://doi.org/10.3758/s13415-011-0049-7
Fredrickson, B. L., & Levenson, R. W. (1998). Positive emotions speed recovery from the cardiovascular sequelae of negative emotions. Cognition and Emotion, 12(2), 191–220. https://doi.org/10.1080/026999398379718
Gleen, R. (2002). Brain research: Practical application for the classroom. Teaching for Excellence, 21(6), 1-2.
Greengross, G. (2013). Humor and Aging - A Mini-Review. Gerontology, 59, 448 - 453. https://doi.org/10.1159/000351005
Greengross, G. (2020). Sex and gender differences in humor: Introduction and overview. HUMOR, 33, 175 - 178. https://doi.org/10.1515/humor-2020-0005
Greengross, G., & Miller, G. (2009). The Big Five personality traits of professional comedians compared to amateur comedians, comedy writers, and college students. Personality and Individual Differences, 47, 79-83. https://doi.org/10.1016/J.PAID.2009.01.045
Hallett, R. D., & Derks, P. (1998). Humor theory and Rabelais. Humor: International Journal of Humor Research, 11(2), 135-160.
HerbTrue. (1980). Humor power: How to get it, give it, and gain Hardcover.
Hill, D.J. (1988). Humor in the classroom: a handbook for teachers and other entertainers!
Hofmann, J., Platt, T., Lau, C., & Torres-Marín, J. (2020). Gender differences in humor-related traits, humor appreciation, production, comprehension, (neural) responses, use, and correlates: A systematic review. Current Psychology, 1-14. https://doi.org/10.1007/s12144-020-00724-1
Hong, J. Y. (2010). Pre-service and beginning teachers’ professional identity and its relation to dropping out of the profession. Teaching and Teacher Education, 26(8), 1530–1543.
https://doi.org/10.1016/j.tate.2010.06.003
Jiang, F., Lu, S., Jiang, T., & Jia, H. (2020). Does the Relation Between Humor Styles and Subjective Well-Being Vary Across Culture and Age? A Meta-Analysis. Frontiers in Psychology, 11. https://doi.org/10.3389/fpsyg.2020.02213
John Marmysz. (2010) . Comic Relief: A Comprehensive Philosophy of Humor. The Journal of Aesthetics and Art Criticism. 68, 305-308. https://doi.org/10.1111/j.1540-6245.2010.01423_3.x
Kelly, L., Knox, V., Gekoski, W., & Evans, K. (1987). Age-related humor as an indicator of attitudes and perceptions.. The Journal of social psychology, 127 3, 245-50 . https://doi.org/10.1080/00224545.1987.9713690
Kuhlman, T. L. (1994). Humor and psychotherapy. Jason Aronson, Inc.
Kuiper, N. A., & Martin, R. A. (1993). Humor and self-concept. Humor, 6(3), 251-270. Kuiper, N. A., & Martin, R. A. (1998). laughter and stress in daily life: Relation to positive and negative affect. Motivation and Emotion, 22(2), 133-153.
Kuiper, N. A., Martin, R. A. & Dance, K. A. (1992). Sense of humor and enhanced Quality of life. Personality and Individual Difference, 13, 1273-1283.
Kuiper, N. A., Martin, R. A., Olinger, L. J., & Dance, K. A. (1993). Humor, coping with stress, self-concept, and psychological well-being. Humor: International. Journal of Humor Research, 6, 89-104.
Larson, L. M., & Daniels, J. A. (1998). Review of the counseling self-efficacy literature. The Counseling Psychologist, 26(2), 179-218.
Lee-Cha, M. S. (2017). Cultural capital, social identity, and self-efficacy impact on the academic achievement of professional Hmong women. California State University, Fresno.
Lefcourt, H. M. (2002). Humor. In C. R. Snyder & S. J. Lopez (Eds.), Handbook of positive psychology, 619–631. Oxford University Press.
Long, D. L., & Graesser, A. C. (1988). Wit and humor in discourse processing. Discourse Processes, 11(1), 35–60.
Marcia, J. E. (1966). Development and validation of ego identity status. Journal of Personality and Social Psychology, 3, 551-558.
Marcia, J. E. (2006). Ego identity and personality disorders. Journal of Personality Disorders, 20(6), 577-596.
Martin, P. D., Larsen, G., & Weir, N. (2003). Individual differences in uses of humor and their relation to psychological well-being: development of the humor styles questionnaire. Journal of Research in Personality, 37(1), 48-75.
Martin, R. A. (2001). Humor, laughter, and physical health: Methodological issues and research findings. Psychological Bulletin, 127(4), 504-519
Martin, R. A. (2007). The psychology of humor: An integrative approach. New York: Academic Press.
Martin, R.A., & Lefcourt, H. M. (1984). Situational humor response questionnaire: Quantitative measure of sense of humor. Journal of Personality and Social Psychology,47(1), 145-155.
Momtaz, Y., Ansari, M., & Foroughan, M. (2020). Humor Training Program on Sense of Humor among Older Adults: A Randomized Controlled Trial. The Open Psychology Journal.
https://doi.org/10.2174/1874350102013010333
Nathan Walter, Michael J Cody, Larry Zhiming Xu & Sheila T Murphy. (2018). A Priest, a Rabbi, and a Minister Walk into a Bar: A Meta-Analysis of Humor Effects on Persuasion. Human Communication Research 44(4) http://dx.doi.org/10.1093/hcr/hqy005
Nazareth, J. (1988). The Psychology of Military Humour. New Delhi: Lonor.
Nirel Angwen Wisley Tan, Mike Pratiwi Wijaya & Nina Setyaningsih (2022). Humor and identity in the performance of a stand-up comedian with disability. JESS. https://doi.org/10.21070/jees.v7i2.1685
Nusbaum, E. C., Silvia, P. J., & Beaty, R. E. (2017). Ha ha? Assessing individual differences in humor production ability. Psychology of Aesthetics, Creativity, and the Arts, 11(2), 231–241.
Olson, L. K. (1996). Humor in therapy an analysis of its uses and its benefits. Unpublished doctoral dissertation, The California School of Professional Psychology, Alameda, CA.
Owen H. Lynch. (2002). Humorous Communication: Finding a Place for Humor in Communication Research. Communication Theory 12(4):423 - 445
Pajares, F. (1996). Current directions in self-efficacy research.In M. Machr & P. R. Pintrich (Eds.), Advances in Motivation and Achievement, 1-49. Greenwich, CT: JAI Press.
Parker, J. G., & Asher, S. R. (1993). Friendship and friendship quality in middle childhood: Links with peer group acceptance and feelings of loneliness and social dissatisfaction. Developmental Psychology, 29, 611-621.
Paul J. Silvia, Rebekah M. Rodriguez, Maciej Karwowski. (2021). Funny selves: Development of the Humor Efficacy and Identity Short Scales (HEISS). Personality and Individual Differences 182.
Pintrich, P. R. & De Groot ,E.V. (1990). Motivational and self--regulated learning components of classroom academic performance. Journal of Educational Psychology, 82 ,33-40.
Resnick, B., & Nigg. C. (2003). Testing a theoretical model of exercise behavior for older adult. Nursing Research, 52(2), 80-88.
Reynolds, K. J., Lee, E., Turner, I., Bromhead, D., & Subasic, E. (2017). How does school climate impact academic achievement? An examination of social identity processes. School Psychology International, 38(1), 78-97.
Rim, Y. (1988). Sense of humour and coping styles. Personality and Individual Differences, 9, 559-564.
https://doi.org/10.1016/0191-8869(88)90153-5
Rod A. Martin &Thomas E. Ford. (2018). The Psychology of Humor:An Integrative Approach.
Rogers, C. (1959). A Theory of Therapy, Personality, and Interpersonal Relationships as Developed in the Client-Centered Framework. Reprinted In H. Kirschenbaum, & V. Henderson (Eds.), The Carl Rogers Reader. Boston: Houghton Mifflin.
Ruch, W., & Heintz, S. (2019). Humor production and creativity: Overview and recommendations. In S. R. Luria, J. Baer, & J. C. Kaufman (Eds.), Creativity and humor, 1–42. Elsevier Academic Press.
Ruch, W., Köhler, G., & Van Thriel, C. (1996). Assessing the "humorous temperament": Construction of the facet and standard trait forms of the State-Trait-Cherrfulness-Inventory–STCI. Humor: International Journal of Humor Research, 9(3-4), 303–339.
Sayujya Jayaprakashan & Navyashree G, C. (2021). Humor and Subjective Well-Being among Women Across Age Groups. International Journal of Indian Psychology 09(03), 2.
https://doi.org/10.25215/0903.033
Silvia, P. J., Rodriguez, R. M., & Karwowski, M. (2021). Funny selves: Development of the Humor Efficacy and Identity Short Scales (HEISS). Personality and Individual Differences, 182, Article 111093.
Syed, M. & McLean, K. C. (2016). Understanding identity integration: Theoretical, methodological, and applied issues. Journal of Adolescence, 47, 109-118.
Thorson, J. A., & Powell, F. C. (1993). Development and validation of a multidimensional sense of humor scale. Journal of Clinical Psychology, 49(1), 13-23.
Veatch, T. C. (1998). A theory of humor. Humor: International. Journal of Humor Research, 11(2), 161–215.
Veselka, L., Schermer, J. A., Martin, R. A., & Vernon, P. A. (2010). Relations between humor styles and the Dark Triad traits of personality. Personality and Individual Differences, 48(6), 772-774.
Wilson, C. P. (1979). Jokes: Form, content, use and function. London: Academic Press.
Wu, C., Lin, H., & Chen, H. (2016). Gender differences in humour styles of young adolescents: Empathy as a mediator. Personality and Individual Differences, 99, 139-143. https://doi.org/10.1016/J.PAID.2016.05.018
Ziv, A. (1983). The influence of humorous atmosphere on divergent thinking. ContemporaryEducational Psychology, 8(1), 68-75.