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ERIC Number: ED163080
Record Type: Non-Journal
Publication Date: 1978-Mar
Pages: 18
Abstractor: N/A
Reference Count: N/A
Test Anxiety and Humor Appreciation.
Hedl, John J., Jr.; And Others
The effects of achievement-oriented and neutral instructions on the humor ratings of both testing and non-testing cartoons were assessed for high- and low test-anxious students. The effects of humor in reducing state anxiety were also evaluated. Fifty-two undergraduate students were selected on the basis of their Test Anxiety Scale scores. Both high- and low test-anxious students rated five testing and non-testing related cartoons for funniness under achievement-oriented or under neutral conditions. In the neutral condition, the high test-anxious students rated the cartoons as significantly higher in humor value than their low test-anxious counterparts. In contrast, with achievement-oriented instructions, high and low test-anxious students rated the cartoons as equally funny. These results generally support an optimal arousal model of humor appreciation. Hypothesized relationships between cartoon theme, theme salience, and humor appreciation were not found. Results indicated that the incorporation of humor may have both positive or negative effects, depending on the test-anxiety proneness of the students and their momentary state of anxiety. (Author/JAC)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Sarason Test Anxiety Scale; State Trait Anxiety Inventory