The effects of humor on perceptions of compliance-gaining in the classroom
Punyanunt-Carter, Narissa M.
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The uses and effects of humor in the classroom have been studied by many educational researchers (Bryant, Comisky, & Zillmann, 1979; Powell & Andresen. 1985; Stuart & Rosenfeld, 1994). Humor research in college classrooms has dealt with various aspects such as teacher attractiveness (Tamborini & Zillman, 1981). student retention and comprehension (Gnmer, 1970), classroom management (Ziegler, Boardman, & Thomas, 1985), and teacher effectiveness (Check, 1986; Ziv. 1976). Shade (19%) discovered that appropriate humor can make teaching more entertaining, motivate pupils, stimulate creativity, open closed minds, maintain attention, assess comprehension, enhance thinking, and energize students. Few, if any, studies, however, have examined the humor practices that elicit college students" compliance or accompany compliance-gaining requests by the teacher. The purpose of this study is to explore humor as a factor in students' perceptions of college teacher power and compliance-gaining in the classroom.