Teacher Humor Types and Academic Engagement: Mediating Role of Teacher-student Relationships

Abstract

Abstract Background The main purpose of the current study is to investigate the links between four different teacher humor types, academic engagement, and teacher–student relationships in the primary education context. Method Our data were collected from 385 (184 females) Chinese primary school students by Teacher Humor Scale, revised revision of Chinese Students’ Perceived Teacher–Student Relationship, and revised revision of Chinese Academic Engagement Scale. Results The results indicated that teacher humor related to course content directly and significantly predicted students’ academic engagement. Positive teacher–student relationships as perceived by students significantly mediated the relationship between teacher humor related to course content and academic engagement. Conclusion This implies that only teacher humor related to course content is an effective daily instructional tool that can promote students’ engagement. These findings complement and extend the previous understanding of the role of teacher humor in primary school students’ learning.