Faculty Publications
Instruction in Indian Secondary Schools: The Indirect Effect of Teacher Humor on Student Engagement Through Interest
Document Type
Article
Keywords
engagement; humor; India; interest; secondary education
Journal/Book/Conference Title
Communication Reports
Volume
37
Issue
1
First Page
60
Last Page
74
Abstract
This study tested the indirect effect of instructor course-related humor on student engagement through situational interest (mediation-by-situational interest hypothesis) in the Indian, grades 9–12 context. We hypothesized that instructors’ use of humor would provide an affective trigger to Indian students’ emotional interest (i.e., catch), which in turn, would foster cognitive interest (i.e., hold), ultimately leading to increased student engagement. We found evidence for serial indirect effects on students’ silent in-class engagement, oral in-class engagement, and thinking about course content, supporting the mediation-by-situational interest hypothesis. We encourage instructional scholars to generalize beyond primarily White and U.S.-born college students.
Department
Department of Communication and Media
Original Publication Date
1-1-2024
DOI of published version
10.1080/08934215.2023.2294716
Recommended Citation
Rudick, C. Kyle; Goodboy, Alan K.; Vadhera, Aashita Singh; Gill, Seerat; Goel, Jai Madhav; Atwal, Jasleen Kaur; Gupta, Divij; Saluja, Khushi; Nimbokar, Arunima; Singh, Kanwardeep; Kapoor, Siya; Kaur, Simrandeep; Jetley, Ojas; and Malik, Sehar, "Instruction in Indian Secondary Schools: The Indirect Effect of Teacher Humor on Student Engagement Through Interest" (2024). Faculty Publications. 5662.
https://scholarworks.uni.edu/facpub/5662
