Keywords
assertive communication
self-efficacy
personality
pre-service teachers
How to Cite
Abstract
Teachers’ humour has a special place in the educational context with multiple benefits for themselves and their students. As a complex concept, humour is strongly related to individual personality, which is also complex and diverse. The current research aimed to investigate the correlations between four types of humour (affiliative, self-enhancing, aggressive, and self-defeating) and assertiveness, perfectionism, and Big Five personality traits (openness, conscientiousness, extraversion, agreeableness, and emotional stability) in pre-service teachers. The obtained results show that the adaptive type of humour (affiliative and self-enhancing) positively correlated with assertiveness, Big Five personality traits, and the adaptive form of perfectionism, and negatively with the maladaptive form of perfectionism. Also, the maladaptive type of humour (aggressive and self-defeating) negatively correlated with assertiveness, Big Five personality traits, and positively with the maladaptive form of perfectionism. An intriguing finding was the positive correlation between aggressive humour and assertiveness.
References
Adler, A. (1956). The neurotic disposition. In H. L. Ansbacher & R. R. Ansbacher (Eds.), The individual psychology of Alfred Adler (pp. 239 –262). Harper.
Alberti, R. & Emmons, M. (2017). Your perfect right: Assertiveness and equality in your life and relationships (10th ed.). New Harbinger Publications.
Allinder, R. M. (1994). The relationship between efficacy and the instructional practices of special education teachers and consultants. Teacher Education and Special Education, 17(2), 86–95. https://doi.org/10.1177/08884064940170
Allport, G. W. (1961). Pattern and growth in personality. Holt, Rinehart & Winston.
Ashton, M. C., & Lee, K. (2007). Empirical, theoretical, and practical advantages of the HEXACO model of personality structure. Personality and Social Psychology Review, 11(2), 150–166. https://doi.org/10.1177/10888683062949
Aylor, B., & Oppliger, P. (2003). Out-of-class communication and student perceptions of
instructor humor orientation and socio-communicative style. Communication Education, 52(2), 122-134. https://doi.org/10.1080/03634520302469
Bakar, F., & Mallan, V. (2022). How students perceive the teacher’s use of humour and how it
enhances learning in the classroom. The European Journal of Humour Research, 10(4), 187-199.
Berkovich, I., & Eyal, O. (2021). Teachers’ Big Five personality traits, emotion regulation patterns, and moods: mediation and prototype analyses. Research Papers in Education, 36(3), 332-354. https://doi.org/10.1080/02671522.2019.1677758
Bieg, S., Dresel, M., Goetz, T., & Nett, U. E. (2022). Teachers' enthusiasm and humor and its’ lagged relationships with students' enjoyment and boredom - A latent trait-state-approach. Learning and Instruction, 81, 101579. https://doi.org/10.1016/j.learninstruc.2021.101579
Bieg, S., Grassinger, R. & Dresel, M. (2019). Teacher humor: Longitudinal effects on students’ emotions. European Journal of Psychology of Education, 34(3), 517-534. https://doi.org/10.1016/j.learninstruc.2021.101579
Brown, M. E. (2011). Standing up for teaching: the 'crime' of striving for excellence. Journal of Pedagogic Development, 1(2), 52–57.
Brubacher, A. R. (1921). The teaching personality quotient. Journal of Applied Psychology, 5(1), 39-45.
Brumbaugh, F. (1940). We study wit and humor. Childhood Education, 16(9), 401-404.
Çalışandemir, F., & Tagay, Ö. (2015). Multidimensional perfectionism and humor styles the predictors of life satisfaction. Procedia-Social and Behavioral Sciences, 174, 939-945. https://doi.org/10.1016/j.sbspro.2015.01.715
Campbell, K. (2000). ‘Chuckle while you work’: Subordinates’ perceptions of superiors’ humour orientation, assertiveness, responsiveness, approach/avoidance strategies, and satisfaction (Publication number 1402058) [MA Dissertation, West Virginia University, USA]. ProQuest Dissertations and Theses Global.
Cann, A., & Calhoun, L. G. (2001). Perceived personality associations with differences in sense of humor: Stereotypes of hypothetical others with high or low senses of humor. Humor: International Journal of Humor Research, 14(2), 117-130. https://doi.org/10.1515/humr.14.2.117
Cao, C. & Zhang, J. (2022). Chinese university faculty’s occupational well-being: Applying and extending the job demands–resources model. Journal of Career Development, 49(6), 1283-1300. https://doi.org/10.1177/08948453211037
Carstensen, B., & Klusmann, U. (2021). Assertiveness and adaptation: Prospective teachers’ social competence development and its significance for occupational well‐being. British Journal of Educational Psychology, 91(1), 500-526. https://doi.org/10.1111/bjep.12377
Cattell, R. B., Eber, H. W., & Tatsuoka, M. M. (1970). Handbook for the sixteen personality factor questionnaire (16 PF). Institute for Personality and Ability Testing.
Chabeli, M. (2008). Humor: A pedagogical tool to promote learning. Curationis, 31(3), 51-59.
Chabeli, M. (2006). Higher order thinking skills competencies required by outcomes-based education from learners. Curationis, 29(3), 78-86.
Comerchero, V. (2008). Gender, tenure status, teacher efficacy, perfectionism and teacher burnout [PhD Thesis, Fordham University]. Retrieved January 24, 2023 from https://www.proquest.com/openview/5f36d030c9c3ba94943e290b9f70ea00/1?pq-origsite=gscholar&cbl=18750.
Cupido, C. (2018). Music performance anxiety, perfectionism and its manifestation in the lived experiences of singer-teachers. Muziki, 15(1), 14-36. https://doi.org/10.1080/18125980.2018.1467367
Deng, Q., Zheng, B., & Chen, J. (2020). The relationship between personality traits, resilience, school support, and creative teaching in higher school physical education teachers. Frontiers in Psychology, 11, 2397. https://doi.org/10.3389/fpsyg.2020.568906
Di Fabio, A., Gori, A., & Svicher, A. (2023). Relationships between humor styles and the Big Five personality traits in workers: A network analysis. International Journal of Environmental Research and Public Health, 20(2), 1008. https://doi.org/10.3390/ijerph20021008
Di Fabio, A., Smith, M. M., & Saklofske, D. H. (2020). Perfectionism and a healthy attitude toward oneself: Could humor be a resource?. International Journal of Environmental Research and Public Health, 17(1), 201. https://doi.org/10.3390/ijerph17010201
Dyer, J., & McGuiness, T., 1996. Resilience: analysis of the concept. Archives of Psychiatric Nursing, 10(5), 276-282. https://doi.org/10.1016/S0883-9417(96)80036-7
Erdoğdu, F., & Çakıroğlu, Ü. (2021). The educational power of humor on student engagement in online learning environments. Research and Practice in Technology Enhanced Learning, 16(1), 1-25. https://doi.org/10.1186/s41039-021-00158-8
Eskin M. (2003). Self-reported assertiveness in Swedish and Turkish adolescents: a cross-cultural comparison. Scandinavian Journal of Psychology, 44, 7–12. https://doi.org/10.1111/1467-9450.t01-1-00315
Fabelico, F., & Afalla, B. (2020). Perseverance and passion in the teaching profession: Teachers' grit, self-efficacy, burnout, and performance. Journal of Critical Reviews, 7(11), 108-119.
Flett, G. L., & Hewitt, P. L. (2006). Positive vs. negative perfectionism in psychopathology: a comment on Slade and Owens's dual process model. Behavior Modification, 30(4), 472–495. https://doi.org/10.1177/0145445506288026
Flett, G. L., & Hewitt, P. L. (2016). Still measuring perfectionism after all these years: reflections and an introduction to the special issue on advances in the assessment of perfectionism. Journal of Psychoeducational Assessment, 34(7), 615–619. https://doi.org/10.1177/0734282916651540
Fosha, D., Paivio, S. C., Gleiser, K., & Ford, J. D. (2009). Experiential and emotion-focused therapy. In C. A. Courtois & J. D. Ford (Eds.), Treating complex traumatic stress disorders: An evidence-based guide (pp. 286-311). The Guilford Press.
Freud, S. (1960). Jokes and their relation to the unconscious. Norton.
Fritz, H. L. (2020). Why are humor styles associated with well-being, and does social competence matter? Examining relations to psychological and physical well-being, reappraisal, and social support. Personality and Individual Differences, 154, 109641. https://doi.org/10.1016/j.paid.2019.109641
Frost, R. O., Marten, P., Lahart, C., & Rosenblate, R. (1990). The dimensions of perfectionism. Cognitive Therapy and Research, 14, 449–468. https://doi.org/10.1007/BF01172967
Frymier, A. B., & Wanzer, M. B. (2021). Humor competence in the classroom. In M. Strick & T. E. Ford (Eds.). The Social Psychology of Humor (pp. 130-147). Routledge.
Frymier, A.B. & Wanzer, M.B. (1999). Make ‘em laugh and they will learn: A closer look at the relationship between perceptions of instructor’s humor orientation. Communication Education, 65(1), 83-104.
Galinha, S. A., & São-João, R. (2021). Covid-19 period and competences in higher education-study on cooperation and assertivity: Periodo Covid-19 y competencias en la educación superior-estudio sobre cooperación y asertividad. South Florida Journal of Development, 2(3), 4179-4187. https://doi.org/10.46932/sfjdv2n3-031
Gao, M., & Liu, Q. (2013). Personality traits of effective teachers represented in the narratives of American and Chinese preservice teachers: A cross-cultural comparison. International Journal of Humanities and Social Science, 3(2), 84-95.
Garmezy, N. (1991). Resiliency and vulnerability to adverse developmental outcomes associated with poverty. American Behavioral Scientist, 34(4), 416-430. https://doi.org/10.1177/000276429103400400
Gilman, R., & Ashby, J. S. (2006). Perfectionism. In G. G. Bear & K. M. Minke (Eds.), Children’s Needs III: Development, Prevention, and Intervention (3rd Ed.) (pp. 303–312). National Association of School Psychologists.
Gismero, E. (2000). EHS Escala de Habilidades Sociales. Manual. TEA Ediciones.
Glassner, A. (2017). Interactive storytelling: Techniques for 21st century fiction. CRC Press.
Gluschkoff, K., Elovainio, M., Hintsanen, M., Mullola, S., Pulkki-Råback, L., Keltikangas-
Järvinen, L., & Hintsa, T. (2017). Perfectionism and depressive symptoms: The effects of psychological detachment from work. Personality and Individual Differences, 116, 186-190. https://doi.org/10.1016/j.paid.2017.04.044
Goldberg, L. R. (1992). The development of markers for the Big-Five factor structure. Psychological Assessment, 4(1), 26-42. https://doi.org/10.1037/1040-3590.4.1.26
Greengross, G., Martin, R. A. ,& Miller, G. (2012). Personality traits, intelligence, humor styles, and humor production ability of professional stand-up comedians compared to college students. Psychology of Aesthetics, Creativity, and the Arts, 6(1), 74-82. https://doi.org/10.1037/a0025774
Han, J., & Han, Y. (2019). Cultural concepts as powerful theoretical tools: Chinese teachers' perceptions of their relationship with students in a cross-cultural context. International Journal for the Scholarship of Teaching and Learning, 13(1), 8.
Hart, F. W. (1934). Teachers and teaching. Macmillan.
Heintz, S., & Ruch, W. (2019). From four to nine styles: An update on individual differences in humor. Personality and Individual Differences, 141, 7-12. https://doi.org/10.1016/j.paid.2018.12.008
Hill, A. P., Appleton, P. R., & Mallinson, S. H. (2016). Development and initial validation of the performance perfectionism scale for sport (PPS-S). Journal of Psychoeducational Assessment, 34(7), 653–669. https://doi.org/10.1177/0734282916651354
Hill, R. W., Huelsman, T. J., Furr, R. M., Kibler, J., Vicente, B. B., & Kennedy, C. (2004). A new measure of perfectionism: The perfectionism inventory. Journal of Personality Assessment, 82(1), 80–91. https://doi.org/10.1207/s15327752jpa8201_13
Holden, C. L. (2020). Characteristics of veterinary students: pPerfectionism, personality factors, and resilience. Journal of Veterinary Medical Education, 47(4), 488-496. https://doi.org/10.3138/jvme.0918-111r
Infante, D. A. (1987). Aggressiveness. In J. C. McCroskey & J. A. Daly (Eds.), Personality
and interpersonal communication (pp. 157-192). Sage.
Jach, H. K., DeYoung, C. G., & Smillie, L. D. (2022). Why do people seek information? The role of personality traits and situation perception. Journal of Experimental Psychology: General, 151(4), 934. https://doi.org/10.1037/xge0001109
James, D. (2007). A need for humor in online courses. College Teaching, 52(3), 93-94. https://doi.org/10.3200/CTCH.52.3.93-120
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, 2213. https://doi.org/10.3389/fpsyg.2020.02213
Jonas, P. M. (2009). Laughing and learning: An alternative to shut up and listen. Rowman & Littlefield Education.
Karahan, T. F., Yalcin, B. M., Erbas, M. M., & Ergun, S. (2019). The relationship between the dominant humor style, emotional intelligence, and problem-solving skills in trainee teachers in Turkey. Humor: International Journal of Humor Research, 32(1), 73-95. https://doi.org/10.1515/humor-2017-0083
Katz, J., & Wing-Paul, D. (2020). Taking a joke seriously: When does humor affect responses to the slurring of people with intellectual disabilities?. Humor: International Journal of Humor Research, 33(4), 563-579. https://doi.org/10.1515/humor-2019-0110
Kfrerer, M. L., Rudman, D. L., Aitken Schermer, J., Wedlake, M., Murphy, M., & Marshall, C. A. (2023). Humor in rehabilitation professions: a scoping review. Disability and Rehabilitation, 45(5), 1-16. https://doi.org/10.1080/09638288.2022.2048909
Khalilzadeh, S., & Khodi, A. (2021). Teachers’ personality traits and students’ motivation: A structural equation modelling analysis. Current Psychology, 40(4), 1635-1650. https://doi.org/10.1007/s12144-018-0064-8
Kholmatov, A. (2021). Exploring teacher-initiated humour in Academic English classes: an Uzbek international university experience. The European Journal of Humour Research, 9(4), 221-235.
Kim, L. E., & MacCann, C. (2018). Instructor personality matters for student evaluations: Evidence from two subject areas at university. British Journal of Educational Psychology, 88(4), 584–605. https://doi.org/10.1111/bjep.12205
Kim, L. E., Jörg, V., & Klassen, R. M. (2019). A meta-analysis of the effects of teacher personality on teacher effectiveness and burnout. Educational Psychology Review, 31, 163-195. https://doi.org/10.1007/s10648-018-9458-2
Kuiper, N. A., Martin, R. A., & Olinger, L. J. (1993). Coping humour, stress, and cognitive appraisals. Canadian Journal of Behavioural Science, 25(1), 81–96. https://doi.org/10.1037/h0078791
Lee, D. (2006). Humor in spoken academic discourse. NUCB Journal of Language, Culture and Communication, 8(3), 49-68.
Liao, Y. H., Lee, M. F., Sung, Y. T., & Chen, H. C. (2023). The effects of humor intervention on teenagers’ sense of humor, positive emotions, and learning ability: A positive psychological perspective. Journal of Happiness Studies, 24, 1-19. https://doi.org/10.1007/s10902-023-00654-2
Mahmoodi-Shahrebabaki, M. (2017). The effect of perfectionism on burnout among English language teachers: The mediating role of anxiety. Teachers and Teaching, 23(1), 91-105. https://doi.org/10.1080/13540602.2016.1203776
Martin, R. A., & Ford, T. (2018). The psychology of humor: An integrative approach. Academic Press.
Martin, R. A., Puhlik-Doris, P., Larsen, G., Gray, J. & Weir, K. (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. https://doi.org/10.1016/S0092-6566(02)00534-2
Martínez, V., Justicia, F. J., & Fernández de Haro, E. (2016). Teacher assertiveness in the development of students' social competence. Electronic Journal of Research in Educational Psychology, 14(2), 310-332. https://doi.org/10.25115/ejrep.39.15078
McCrae, R. R., & John, O. P. (1992). An introduction to the five‐factor model and its applications. Journal of Personality, 60(2), 175-215. https://doi.org/10.1111/j.1467-6494.1992.tb00970.x
McCrae, R. R., & Costa, P. T. (1987). Validation of the five-factor model of personality across instruments and observers. Journal of Personality and Social Psychology, 52(1), 81–90. https://doi.org/10.1037/0022-3514.52.1.81
McCrae, R. R., & Costa, P. T. Jr. (2008). The five-factor theory of personality. In O. P. John, R. W. Robins & L. A. Pervin (Eds.), Handbook of personality: Theory and research, (pp. 159-181). The Guilford Press.
Mendiburo‐Seguel, A., Páez, D., & Martínez‐Sánchez, F. (2015). Humor styles and personality: A meta‐analysis of the relation between humor styles and the Big Five personality traits. Scandinavian Journal of Psychology, 56(3), 335-340. https://doi.org/10.1111/sjop.12209
Milovanović, R., Miladinović, I., & Stojanović, B. (2016). Assertiveness of prospective teachers and preschool teachers. Educatia Plus, 16(2), 289-303.
Moon, J. (2009). Academic assertiveness real life strategies for today’s higher education students. Routledge Taylor & Francis.
Murray, H. G. (1983). Low-inference classroom teaching behaviors and student ratings of college teaching effectiveness. Journal of Educational Psychology, 75(1), 138-149. https://doi.org/10.1037/0022-0663.75.1.138
Myers, I.B., McCaulley, M.H., Quenk, N.L., & Hammer, A.L., (1998). MBTI manual: A guide to the development and use of the Myers-Briggs type indicator, 3rd edition. Consulting Psychologists Press.
Neves, P., & Karagonlar, G. (2020). Does leader humor style matter and to whom?. Journal of Managerial Psychology, 35(2), 115-129. https://doi.org/10.1108/JMP-12-2018-0552
Nordin-Bates, S. M. (2020). Striving for perfection or for creativity? A dancer’s dilemma. Journal of Dance Education, 20(1), 23-34. https://doi.org/10.1080/15290824.2018.1546050
Nugent, S. A. (2000). Perfectionism: Its manifestations and classroom-based interventions. Journal of Secondary Gifted Education, 11(4), 215-221. https://doi.org/10.4219/jsge-2000-630
Parmaksız, İ., & Kılıçarslan, S. (2020). The relationship between assertiveness and separation-individuation in adolescents. Pegem Journal of Education and Instruction, 10(3), 869-888. https://doi.org/10.14527/pegegog.2020.027
Pekrun, R., & Perry, R. P. (2014). Control-value theory of achievement emotions. In R. Pekrun & L. Linnenbrink-Garcia (Eds.), International handbook of emotions in education (pp. 120-141). Taylor & Francis.
Pekrun, R., Muis, K. R., Frenzel, A. C., & Goetz, T. (2018). Emotions at school. Routledge.
Pervin, L. A., Cervone, D., & John, O. P. (2005). Personality: Theory and research (9th ed.). John Wiley & Sons.
Plessen, C. Y., Franken, F. R., Ster, C., Schmid, R. R., Wolfmayr, C., Mayer, A. M., ... & Tran, U. S. (2020). Humor styles and personality: A systematic review and meta-analysis on the relations between humor styles and the Big Five personality traits. Personality and Individual Differences, 154, 109676. https://doi.org/10.1016/j.paid.2019.109676
Pretorius, J., Koen, M., & Schall, R. (2015). Using intentional humour in a higher education classroom: Connecting with, and building on Lovorn and Holaway, The European Journal of Humour Research, 8(2), 146-165.
Rad, D., Dughi, T., Demeter, E., & Rad, G. (2019). The dynamics of the relationship between humor and benevolence as values. Romanian Journal for Multidimensional Education, 11(3), 201-212.
Rajendran, P., Athira, B. K., & Elavarasi, D. (2020). Teacher competencies for inclusive education: Will emotional intelligence do justice?. Shanlax International Journal of Education, 9(1), pp. 169-182.
Raufelder, D., Nitsche, L., Breitmeyer, S., Keßler, S., Herrmann, E., & Regner, N. (2016). Students’ perception of “good” and “bad” teachers—Results of a qualitative thematic analysis with German adolescents. International Journal of Educational Research, 75, 31-44. https://doi.org/10.1016/j.ijer.2015.11.004
Rathus, S. A. (1973). 30-item schedule for assessing assertive behavior. Behavior Therapy, 4(3), 398-406. https://doi.org/10.1016/S0005-7894(73)80120-0
Rianti, A., Hidayati, A. N., Pertamana, D., Andriani, A., & Abdullah, F. (2020). Profiling an ideal teacher. Koli Journal, 1(2), 65-74. https://doi.org/10.30598/koli.v1i2.3385
Rice, K., Richardson, C., & Ray, M. (2016). Perfectionism in academic settings. In F. Sirois & D. Molnar (Eds.), Perfectionism, health, and well-being (pp. 245-264). Springer.
Rosales, J. J. P., Elías, A. O. R., & Martínez, N. G. (2021). Assertive communication in the comprehensive training of the Physical Culture professional (Revisión). Revista Científica Olimpia, 18(3), 115-127.
Ruch, W., & Hehl, F-J. (1998). A two-model of humor appreciation: Its relation to aesthetic appreciation and simplicity-complexity of personality. In W. Ruch (Ed.), The sense of humor: Explorations of a personality characteristic, (pp. 203-230). Mouton de Gruyter.
Ruch, W., & Heintz, S. (2019). Humor production and creativity: Overview and recommendations. In S. R. Luria, J. Baer, J. C. Kaufman (Eds.), Explorations in Creativity Research (pp. 1-42). Academic Press, https://doi.org/10.1016/B978-0-12-813802-1.00001-6
Ruch, S. Heintz, T. Platt, L. Wagner, R.T., & Proyer, R. T. (2018). Broadening humor: Comic styles differentially tap into temperament, character, and ability, Frontiers in Psychology, 9, 1-18. https://doi.org/10.3389/fpsyg.2018.00006
Rucynski, J. & Neff, P. (2022). Is this thing on?teacher views of incorporating humor into online language classes. Language Teacher, 46, 9-16. https://doi.org/10.37546/JALTTLT46.6-2
Rusu, S., Maricuțoiu, L. P., Macsinga, I., Vîrgă, D., & Sava, F. A. (2012). Evaluarea personalității din perspectiva modelului Big Five. Date privind adaptarea chestionarului IPIP-50 pe un eșantion de studenți români [Personality assessment in terms of the Big Five model. Data concerning the adaptation of the IPIP-50 questionnaire on a sample of Romanian students]. Psihologia Resurselor Umane, 10(1), 39–56.
Salavera, C., Usán, P., & Jarie, L. (2020). Styles of humor and social skills in students. Gender differences. Current Psychology, 39, 571-580. https://doi.org/10.1007/s12144-017-9770-x
Samfira, E. M. (2020). Assertive communication skills in universities. Educația Plus, 26(1), 361-373.
Samfira, E. M., & Paloş, R. (2021). Teachers’ personality, perfectionism, and self-efficacy as predictors for coping strategies based on personal resources. Frontiers in Psychology, 12, 751930. https://doi.org/10.3389/fpsyg.2021.751930
Samfira, E. M., & Maricuţoiu, L. P. (2021). Not all perfectionists are as they are assessed: An investigation of the psychometric properties of the perfectionism inventory in the teaching profession. Frontiers in Psychology, 12, 624938. https://doi.org/10.3389/fpsyg.2021.624938
Samfira, E. M., & Sava, F. A. (2021). Cognitive-behavioral correlates of pupil control ideology. Plos one, 16(2), e0246787. https://doi.org/10.1371/journal.pone.0246787
Samfira, E. M., & Urlică, A. A. (2022). Differences in the assertiveness level of first year pre-service teachers from a Romanian university of life sciences. Journal Plus Education, 30(1), 221-242.
Samson, A. C., & Gross, J. J. (2012). Humour as emotion regulation: The differential consequences of negative versus positive humour. Cognition & Emotion, 26(2), 375-384. https://doi.org/10.1080/02699931.2011.585069
Saroglou, V., & Scariot, C. (2002). Humor styles questionnaire: Personality and educational correlates in Belgian high school and college students. European Journal of Personality, 16(1), 43–54. https://doi.org/10.1002/per.430
Schermer, J. A., Papazova, E. B., Kwiatkowska, M. M., Rogoza, R., Park, J., Kowalski, C. M., ... Krammer, G. (2021). Predicting self-esteem using humor styles: A cross-cultural study. In E. Vanderheiden & C-H. Mayer (Eds.), The Palgrave handbook of humour research (pp. 15-39). Palgrave Macmillan.
Singh, G., & Gujral, H. K. (2018). Moderating effect of resilience on role stress: A critical review’ ZENITH International Journal of Multidisciplinary Research, 8(1), 114-122.
Shahid, I., & Ghazal, S. (2019). Humor as a tool to teaching effectiveness. Journal of Behavioural Sciences, 29(1), 25-37.
Shim, S., Cho, Y., & Knapke, M. (2020). Perils of perfectionistic concerns among teachers. Psychology in the Schools, 57(7), 1116-1131. https://doi.org/10.1002/pits.22384
Shirazizadeh, M., & Karimpour, M. (2019). An investigation of the relationships among EFL teachers’ perfectionism, reflection and burnout. Cogent Education, 6(1), 1667708. https://doi.org/10.1080/2331186X.2019.1667708
Sims, C. (2017). Do the big-five personality traits predict empathic listening and assertive communication? International Journal of Listening, 31, 163e188. https://doi.org/10.1080/10904018.2016.1202770
Steir-Livny, L. (2021). Humor as a defense mechanism: Dismantling holocaust symbols and icons in Israeli culture. In E. Vanderheiden & C-H. Mayer (Eds.), The Palgrave handbook of humour research (pp. 173-187). Palgrave Macmillan.
Stoeber, J. (2018). Comparing two short forms of the Hewitt–Flett multidimensional perfectionism scale. Assessment, 25(5), 578-588. https://doi.org/10.1177/1073191116659740
Stoeber, J., & Rennert, D. (2008). Perfectionism in school teachers: Relations with stress appraisals, coping styles, and burnout. Anxiety Stress Coping, 21(1), 37–53. https://doi.org/10.1080/10615800701742461
Sucan, S., Turan, M. B., Osman, P. E. P. E., Karaoğlu, B., & Doğan, D. (2016). The relationship between leadership styles and assertiveness of physical education teachers. International Journal of Sport Culture and Science, 4(1), 11-22.
Szentes, E., Horváth, Z. I., & Harangus, K. (2020). The role of humour in teaching: Teacher training students’ image of teacher and views on teaching. Acta Universitatis Sapientiae, Philologica, 12(2), 84-98. https://doi.org/10.2478/ausp-2020-0014
Tsukawaki, R., & Imura, T. (2023). Incremental validity of the dual self-directed humor scale in predicting psychological well-being: Beyond the big five personality traits and four humor styles. Current Psychology, 42, 1841–1850. https://doi.org/10.1007/s12144-021-01596-9
Unruh, L. E., & McCord, D. M. (2010). Personality traits and beliefs about diversity in pre-service teachers. Individual Differences Research, 8(1), 1-7.
Van Praag, L., Stevens, P. A., & Van Houtte, M. (2017). How humor makes or breaks student-teacher relationships: A classroom ethnography in Belgium. Teaching and Teacher Education, 66, 393-401. https://doi.org/10.1016/j.tate.2017.05.008
Vlasova, A. A. (2020). Occupational stress and perfectionism among primary and secondary school teachers in Russian schools. Евразийский Союз Ученыхm, 2(71), 27-31.
Vorkapić, S. T., & Peloza, I. (2017). Exploring personality traits and well-being among pre-school and primary school teachers in Croatia. Current Issues in Personality Psychology, 5(1), 21-31. https://doi.org/10.50114/cipp.2017.65830
Wanzer, M. B., & Frymier, A. B. (1999). The relationship between student perceptions of instructor humor and students’ reports of learning. Communication Education, 48, 48-62. https://doi.org/10.1080/03634529909379152
Wanzer, M. B., Frymier, A. B., & Irwin, J. (2010). An explanation of the relationship between instructor humor and student learning: Instructional humor processing theory. Communication Education, 59(1), 1-18. https://doi.org/10.1080/03634520903367238
Weisi, H., & Mohammadi, V. (2023). Humour in the classroom: forms and functions among Iranian EFL teachers. The European Journal of Humour Research, 11(1), 168-183.
Willis, J. (2020). Teaching Assertiveness in the Early Elementary Grades. Edutopia. Retrieved January 24, 2023 from https://www.edutopia.org/article/teaching-assertiveness-early-elementary-grades.
Wolff, H. A., Smith, C. E., & Murray, H. A. (1934). The psychology of humor. The Journal of Abnormal and Social Psychology, 28(4), 341-365. https://doi.org/10.1037/h0074853
Zillmann, D., & Cantor, J. R. (2017). A disposition theory of humour and mirth. In D. Zillmann & J. R. Cantor (Eds.), Humor and laughter, 2nd edition (pp. 93-115). Routledge.
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Copyright (c) 2023 The European Journal of Humour Research