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Perceived related humor in the classroom, student–teacher relationship quality, and engagement: Individual differences in sense of humor among students

2023; Elsevier BV; Volume: 9; Issue: 1 Linguagem: Inglês

10.1016/j.heliyon.2023.e13035

2405-8440

Lu’mu, Ani Cahyadi, Muhammad Syazwan Bin Ramli, Ruslan Ruslan, Hendryadi Hendryadi,

Education Practices and Challenges

This study explored the effect of humor on teacher-student relationship quality (TSRQ) and student engagement by uncovering the mediating role of TSRQ and the moderating role of individual differences (personal sense of humor). Data were collected using a cross-sectional time-lag approach with 2 phases; 367 students participated. The hypotheses were tested with a moderated mediation model. Perceived humor was positively related to TSRQ and student engagement. The results also confirmed the mediating role of TSRQ; a sense of humor positively moderated the relationship between perceived related humor and TSRQ, as well as perceived related humor and student engagement. The present study uncovers the relationship between humor and relationship quality in learning settings. Moreover, our study provides the first empirical data on the mediating effects of TSRQ on perceived related humor and student engagement. It also reveals the role of individual differences (sense of humor) in the proposed model.