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Relationship Between Cognitive Intelligence, Emotional Intelligence And Humor Styles
Abstract
Humor includes cognitive and emotional experience. This study aimed to examine the relationships between cognitive intelligence, emotional intelligence, and humor styles. The sample of the study consisted of 319 undergraduate students. The humor styles questionnaire, The Revised Schutte Emotional Intelligence, and Raven Standard Progressive Matrices Test Plus were used to obtain the data. The results indicated that emotional intelligence is positively correlated with adaptive humor styles. Cognitive intelligence had no statistically significant relationship with humor styles except affiliative humor style. Additionally, it was found that emotional intelligence predicted both affiliative and self-enhancing humor. The results were discussed in the light of the relationships between humor styles, emotional intelligence, and cognitive intelligence. © 2015 IOJES. All rights reserved
... In psychological literature (the field that originated the study of intelligence), the proper definition of the term intelligence is still a bone of contention (Stein, 2009;Ogurlu, 2015). Stein (2009) posited that most studies are yet to agree on a definition of overall intelligence. ...
... From the results of the study, the study revealed that experience is the most important factor that affects the EI of construction professionals. This is in tune with Inger, Birgitta, Bernt and Britt-Marie (2010) which has it that experience of a project leader on a construction project determines the Emotional implications of the project and also that of Ogurlu (2015) which shows that there is a relationship between innate and learnt abilities of an individual. Ogurlu (2015) presented experience as one of the learnt abilities an individual possessed and related it to EI. Family background as proven by Lenaghan, Buda, and Eisner (2007) was proven in the study to have a great impact on the EI of construction professionals. ...
... This is in tune with Inger, Birgitta, Bernt and Britt-Marie (2010) which has it that experience of a project leader on a construction project determines the Emotional implications of the project and also that of Ogurlu (2015) which shows that there is a relationship between innate and learnt abilities of an individual. Ogurlu (2015) presented experience as one of the learnt abilities an individual possessed and related it to EI. Family background as proven by Lenaghan, Buda, and Eisner (2007) was proven in the study to have a great impact on the EI of construction professionals. The personality of the construction professionals, skills and competencies, maturity, social motivation and organizational culture (in terms of health and safety procedures and policies; workload and; job design) are the factors that have the greatest impacts on construction professionals. ...
Emotional Intelligence is one of the emerging research areas in checking the behavioural dispositions of the people involved in the construction process to achieving a better performance rating. Emotional Intelligence is a tool for promoting personal growth by the ability to perceive emotion, facilitate thoughts by integrating, understanding and regulating personal and other emotions in achieving a set goal. This paper looks into the factors that affect the emotional intelligence of construction professionals in the Nigerian Construction industry. Four (4) construction professionals were involved in the study, which includes: Architects, Builders, Engineers, and Quantity Surveyors practising in Lagos state. Through an extensive literature review, twenty-two factors were found to affect EI and formed the variables included in the questionnaire used in the study. A total number of 243 questionnaires were used for the analysis using mean item score, standard deviation, and F-Statistics. The survey findings indicate that experience, family background, personality, skills, and competencies are the most important factors that affect the emotional intelligence of construction professionals. It was also gathered that gender and age are some of the trivial factors that affect the Emotional Intelligence of construction professionals. The study recommended that emotional capabilities should be encouraged and thought in the training of construction professionals both academically and professionally since all construction projects have elements of emotion throughout the life of the project.
... Aynı zamanda benzer şekilde, Tümkaya, Hamarta, Deniz, Çelik ve Aybek (2008) çalışmalarında duygusal zeka seviyesi düşük bireylerin kendini yıkıcı mizaha daha yatkın olduklarını ortaya koymaktadırlar. Oğurlu (2015) 'da duygusal zekanın uyumlu mizah türleri ile pozitif yönde ilişkili olduğunu dile getirmiştir. ...
... When similar studies were examined, it was revealed that there were significant relationships between emotional intelligence and humor styles and they predicted each other (Tümkaya et al. (2008); Vernon et al. (2009)). Likewise, in the study of Oğurlu (2015), it was seen that emotional intelligence was positively associated with compatible humor types. ...
İnsan yaşamının önemli bir geçiş dönemi olan ergenlik dönemi beraberinde birçok değişimi de getir-mektedir. Bu süreçte bireyin duygularını tanıması ve duygularını yönetebilmesi oldukça büyük önem taşımaktadır. Mutluluk ise bu gelişimsel dönemde bireylerin arayışında olduğu bir olgudur. Fakat bazı bireylerde mutlu olmanın bazı olumsuz sonuçlar doğuracağına ilişkin inançların olması mutluluk korkusu olarak adlandırdığımız bir kavramı ortaya çıkarmıştır. Mutluluk korkusu aynı zamanda ergenlerde mizah tarzlarını da etkilemektedir. Yapılan bu çalışmada ergenlerde duygusal zekâ, mutlu-luk korkusu ve mizah tarzları arasındaki yordayıcı ilişkinin incelenmesi amaçlanmıştır. Araştırmanın çalışma grubunu İstanbul ilinde eğitim gören 14- 18 yaş aralığındaki 226 lise öğrencisi oluşturmakta-dır. Araştırmada veri toplama aracı olarak Duygusal Zekâ Özellik Ölçeği–Kısa Formu, Mutluluk Korkusu Ölçeği Mizah Tarzları Ölçeği kullanılmıştır. Ergenlerin duygusal zekâları ile mizah tarzları arasındaki yordayıcı ilişkiler incelendiğinde, pozitif yönde anlamlı doğrusal bir ilişkinin olduğu gö-rülmüştür. Bir başka ifadeyle elde edilen bulgular, ergenlerde mizah duygununun artmasıyla duygu-sal zekâsında da artış olacağını göstermektedir. Ergenlerin mutluluk korkuları ve duygusal zekâları arasındaki yordayıcı ilişkiler incelendiğinde, negatif yönde doğrusal ve anlamlı bir ilişki olduğu gö-rülmüştür. Diğer bir ifadeyle elde edilen bulgular, ergenlerin duygusal zekâları arttıkça mutluluk korkularının azalacağını ortaya koymaktadır.
... Mizahın; zekâ, yaratıcılık (Ulus, Yaman ve Yalçıntaş Sezgin, 2019), duygusal zekâ bilişsel zekâ (Ogurlu, 2015) gibi kavramlarla ilişkisinin olduğuna yönelik çalışmalar da bulunmaktadır. ...
Bu araştırmanın temel amacı, öğretmenlerde bilişsel esneklik ile psikolojik dayanıklılık arasındaki ilişkide olumlu mizah kullanımını ve mutluluğun aracı rolünün yapısal eşitlik modeli (YEM) ile araştırılmasıdır. İlişkisel tarama modelinin kullanıldığı bu araştırmada çalışma grubu Milli Eğitim Bakanlığına bağlı çeşitli okul ve kurumlarda çalışmakta olan 613 gönüllü öğretmenden (322 kadın, 291 erkek) oluşmaktadır. Veriler; Bilişsel Esneklik Ölçeği, Psikolojik Dayanıklılık Ölçeği, Mizah Tarzları Ölçeği, Oxford Mutluluk Ölçeği Kısa Formu ve Kişisel Bilgi Formu aracılığıyla toplanmıştır. Araştırma verilerinin analizinde SPSS 23.0 ve AMOS 24.0 paket programları kullanılmıştır. Araştırmadan elde edilen bulgulara göre, bilişsel esnekliğin, psikolojik dayanıklılık, olumlu mizah ve mutluluk ile pozitif yönlü anlamlı ilişkisinin olduğu, olumlu mizahın ve mutluluğun da psikolojik dayanıklılık ile pozitif yönlü ve anlamlı ilişkilerinin olduğu saptanmıştır. Araştırma ilişkisinde verilen model yapısal eşitlik modeliyle test edilmiş ve kabul edilebilir uyum değerler içinde doğrulanmıştır. Aracılık testinden elde edilen bulgulara göre öğretmenlerde bilişsel esnekliğin psikolojik dayanıklılığı pozitif yönde, anlamlı bir şekilde yordadığı ve olumlu mizah ile mutluluğun ise bu ilişkide kısmi aracı değişken olarak yer aldıkları sonucuna ulaşılmıştır. Sonuçlar, ilişkili literatür ışığında tartışılmış ve öneriler sunulmuştur.
Anahtar sözcükler: bilişsel esneklik, psikolojik dayanıklılık, mizah, mutluluk, öğretmen, yapısal eşitlik modeli.
... In light of these results, humor might be considered an important predictor for leadership emergence because effective humor production is perceived as an indicator of intelligence and mental fitness in humans (Greengross & Miller, 2011;Howrigan & MacDonald, 2008). Moreover, humor was also positively associated with emotional intelligence and social competence (Curseu & Fodor, 2016;Ogurlu, 2015;Yip & Martin, 2006) and successful humor use in interpersonal communication signals confidence and competence, which in turn increases the status of the humor source (Bitterly et al., 2017). ...
Humor can be a powerful tool for increasing one’s status in a group and influencing others. Given that past research has indicated that the use of humor by a woman might harm her potential of advancing in the workplace, we examine the joint effect of humor style and gender on the likelihood of being perceived as a leader. Using a within-subjects vignette experiment, we collected data from 148 participants, with 73% being female, and an average age of 33.2 years old (SD = 9.8). We found that people using affiliative humor had a higher perceived chance of emerging as leaders compared to those using aggressive humor and gender itself did not have a significant effect on leadership emergence. Contrary to our expectations, the affiliative-aggressive humor discrepancy in leadership emergence was higher for men rather than women. These results are aligned with expectancy violation hypothesis pointing to a distinctiveness effect of incongruent role behaviors such that men tend to receive more credit for affiliative humor, while women tend to be penalized less for using aggressive humor in groups. Theoretical and practical implications are discussed.
... По мнению ряда авторов, косвенным отражением успешного управления и регуляции эмоций, а также преодоления жизненных трудностей является адаптив-ный тип чувства юмора, характеризующийся удовлетворенностью взаимоотношениями, адекватной самооценкой и гибкостью в общении, так, исследование 319 студентов продемонстрировало положительную корреляцию уровня эмоционального интеллекта и адаптивного типа чувства юмора (p < 0,05) [18,40,51,55] Большое внимание уделяется также и влиянию уровня EI на индивидуальную и групповую работу. Так, в исследовании Offermann L. et al. (2004) 425 студентов были разделены на команды по 3-6 человек для совместной работы над проектами в течение семестра. ...
The review presents the data analysis of classic and contemporary research studies on emotional intelligence and its importance in human life,
in particular, in the attainment of professional success. As is known, currently describes the various components of a successful career, and emotional intelligence, without a doubt, is one of them. What is his role in the
conquest of a professional challenge? How to objectively assess the level
of emotional intelligence? Can it be improved? This concept is considered
from the point of view of basic concepts, the different definitions and
highlighted key parameters of each model. Ways of assessing the level of
emotional intelligence, their practical value and the advantages and disadvantages, also raised issues of objectivity and evidence-based practice.
Different ways of its improvement depending on the individual characteristics and practical need. Special attention is paid to the role of emotional
intelligence in successful career and its relationship with IQ.
... Their most important finding was positive correlation (r = 0.24) between emotional management (a component of EI) and self-enhancing humor. Ogurlu (2015) recently investigated the relationship between cognitive intelligence, EI and humor styles in 319 university students. Cognitive intelligence exhibited no statistically significant relationship with humor styles, except for the affiliative (r = 0.1) style, while EI was positively correlated with affiliative (r = 0.431) and self-enhancing (r = 0.475) humor styles. ...
We investigated the relation between humor styles used by 1456 volunteer trainee teachers and their emotional intelligence and problem-solving skills. The participants completed the Humor Styles Questionnaire (HQS), Revised Schutte Emotional Intelligence Test (R-SSEIT) and Problem-Solving Inventory (PSI). The highest-scoring HQS subscale for each participant was taken as the index HQS subscale and the two adaptive HQS subscale (affiliative and self-enhancing) scores and two maladaptive HQS subscale (aggressive and self-defeating) scores were added together in order to calculate each participant’s preferred total adaptive and maladaptive reflective humor style scores. Based on this score, every participant was identified as a maladaptive or adaptive reflective humor user. Women had better PSI and R-SSEIT scores compared to men (p<0.001). The highest index HQS subscales were aggressive humor (234, 36.6%) for men and affiliative humor (334, 40.9%) for women participants. Five hundred fifty women (67.4%) and 264 men (32.4%) were identified as adaptive humor dominant (x ² =49.757, p<0.001). Adaptive humor styles (affiliative r=0.293, and self-enhancing r=0.263) were positively correlated with EI, while there was a negative relation between maladaptive humor styles (aggressive r=−0.294, and self-defeating r=−0.273) and EI. Affiliative humor and self-enhancing humor were positively correlated with problem-solving skills whereas aggressive humor and self-defeating humor were negatively correlated with problem-solving skills. The adaptive humor styles (affiliative r=−0.429, and self-enhancing r=−0.365) were negatively correlated with PSI, and positively correlated with maladaptive humor styles (aggressive r=0.426, and self-defeating r=0.323). At linear regression analysis, it was confirmed that humor styles were in correlation with EI and PSI. At binary logistic regression analysis, female gender (OR=1.9), and possessing higher levels of problem-solving skills (OR=1.058) and EI (OR=1.011) were identified as independent factors for using adaptive dominant humor styles.
Introdução: As dificuldades e a pressão do último ano da graduação podem afetar negativamente a saúde mental de estudantes universitários.
Objetivo: Verificar o nível de estresse e humor em estudantes de Educação Física no último ano de graduação.
Métodos: A amostra foi composta por 38 estudantes (idade: 25,51 ± 4,24 anos), concluintes do curso de Educação Física. Para análise do nível de estresse e humor foram utilizados os questionários da Escala de Percepção de Estresse PSS14 e a Escala de humor de Brunel, respectivamente. Resultados: O teste inferencial não paramétrico de Friedman verificou que há diferença significativa (p<0,001) entre os níveis de estresse: Nunca (4,94%), Quase nunca (15,02), Às vezes (23,87), Pouco frequente (23,46) e Muito frequente (32,72) e entre as respostas ao questionário de humor (p=0,026) com: Nada (38,27), Pouco (17,65), Moderadamente (16,23), Bastante (14,36) e extremamente (13,49). Conclusão: Diante dos resultados da investigação, concluímos que os participantes do estudo se apresentaram em condições de estresse, entretanto não expuseram perda de humor.
strong>Abstrak : Kota Medan memiliki masyarakat yang relatif heterogen sehingga sangat diperlukan kesadaran yang tinggi untuk menjaga kondusivitas wilayah ini. Pluralitas bisa dianggap sebagai potensi bukan ancaman terhadap disintegrasi bangsa. Ada dua opsi yang ditawarkan dalam kegiatan yang berkaitan dengan pemberdayaan masyarakat yaitu dengan melakukan melting pot dan non-melting pot . Keduanya memiliki keunggulan maupun kelemahannya masing-masing. Pola pertama biasanya diterapkan pada kelompok masyarakat yang memiliki latar belakang yang sangat berbeda sehingga dibutuhkan satu bentuk identitas baru yang mengikat semua elemen masyarakat yang ada di dalamnya. Sistem ini dilatar belakangi oleh semangat menumbuhkan nasionalisme baru karena warganya berasal dari berbagai bangsa. Pola kedua lebih bersikap akomodatif terhadap nilai-nilai primordialisme warganya. Sistem ini berusaha menciptakan masyarakat memberi kebebasan kepada warganya untuk tetap mempertahankan identitas asal warganya selama tidak mengganggu kepentingan nasional secara umum.
Abstract : Islam, Social Patron, Pseudo Identity of Urban People in Medan City. Medan city has a relatively heterogeneous society so it is highly commended to maintain the condition of this region. Plurality can be regarded as a potential not a threat to the disintegration of the nation. There are two options offered in activities related to community empowerment namely; by doing the melting pot and non-melting pot both have their own advantages and disadvantages. The first pattern is usually applied to groups of people who have very different backgrounds so that it takes a new form of identity that binds all elements of society in it. This system is based on the spirit of growing new nasioanalisme because citizens come from various nations. The second pattern is more accommodative to the values of its citizens primordialism. This system seeks to create a society giving freedom to its citizens to retain the identity of their citizens as long as it does not interfere with the national interest in general.
Kata Kunci : etnisitas, Islam, melting pot , patron sosial, social identity</em
Humor has been identified as a potentially important variable in facilitating relationship satisfaction in romantic couples. Using a measure of stable differences in how humor is expressed by individuals, the current research looks at the possibility that dating couples have similar humor styles, and at whether self-reported or perceived humor styles best predict relationship satisfaction. Individuals in a sample of 82 couples independently completed the measures of own and perceived partner's humor styles and relationship satisfaction on multiple indicators of satisfaction. The results indicate little similarity within couples on humor styles. The best predictors of satisfaction were perceptions of a partner's humor style, with humor styles that were other-directed explaining the most variability in satisfaction. The results demonstrate the usefulness of treating humor uses as a multidimensional variable to better understand the roles humor might play across circumstances and relationships.
Adaptation of the revised schutte emotional intelligence scale into Turkish and examination of its psychometric properties Objective: Although emotional intelligence is not a new term, as a conceptual framework it is relatively new and the tools to measure (tare rather few, a situation that is also reflected in Turkish literature. Therefore, in this study we aimed to adapt the Schutte Emotional Intelligence Scale, developed by Schutte, Malouff, Hall, Haggerty, Cooper, Golden, Dornheim, (1998) (33 item) and revised by Austin, Saklofske, Huang, McKenney, (2004) (41 item), into Turkish. Method: After the translation of the scale into Turkish, 1022 females (58.6%) and 721 males (41.4%), a total of 1743 subjects, ranging in age from 17 to 78 years, completed the Schutte Emotional Intelligence Scale. Results: The examination of the three-factor structure of the scale by explanatory and confirmatory factor analyses showed that the results were consistent with those reported by Austin et al. (2004). The Cronbach-Alfa internal consistency coefficient for the entire scale was 0.82 and for the subscales was 0.75, 0.39 and 0.76. Test- retest reliability for the entire scale within one week was found to be r=0.49 (n=88), and within two weeks it was r=0.56 (n=85). To examine the scale's discriminant validity, the Five Factor Personality Inventory was administered to 100 subjects in addition to the Emotional Intelligence Scale. The results indicated that there were significant correlations between the Schutte Emotional Intelligence Scale and the personality traits ranging from -0.29 to 0.34. Emotional intelligence scores for the entire scale were compared in terms of gender, age, and educational levels. The results showed that females had significantly higher emotional intelligence scores than males and as the level of education increased so too did the scores of emotional intelligence. Conclusion:The results indicate that the Schutte Emotional Intelligence scale can be a reliable and valid instrument to be used for the Turkish population. However, further studies are needed to examine the factor structure of the scale.
This study aimed to investigate the relationships between humor styles, shyness and automatic thoughts among university students. The sample of the study consisted of 422 university students. In order to obtain the research data, the humor styles questionnaire. The Shyness Scale and the Automatic Thoughts Scale were used. The data were analyzed using SPSS 15.0 package program; via t-test, correlation analysis and regression analysis methods. The results indicated that negative humor styles of the male students were significantly higher than those of the female students, while there were no significant differences according to gender in terms of positive humor styles. Additionally, it was found that positive humor styles negatively correlated with shyness and automatic thoughts, self defeating humor positively related with automatic thoughts; and aggressive humor positively related with two subscales of automatic thoughts. Other findings of the study indicated that shyness, personal adjustment and desire for change predicted together affiliative humor; shyness and hopelessness predicted together self-enhancing humor; negative feelings and thoughts towards oneself predicted aggressive humor; and negative feelings , thoughts towards oneself personal adjustment and desire for change predicted together self-defeating humor.
A small amount of research to-date has examined the association between emotional intelligence (EI) and
humour styles, however, none of this research has controlled for the effects of personality and socially
desirable responding. Furthermore, none of the research has examined the possible associations with
humour appreciation, as distinct from humour styles. Thus, a novel audio-visual humour appreciation
measure (AVHAM) was developed based on responses to ostensibly humorous video clips. The AVHAM
was found to be associated with factorial validity, as three, positively correlated factors emerged (aggressive,
children, and animals). Additionally, convergent validity was observed for the AVHAM, as theoretically
consistent and moderately sized correlations were observed between the AVHAM and the
Humour Styles Questionnaire (HSQ). Finally, incremental predictive validity was found to be associated
with self-reported EI and humour styles, but not humour appreciation. The results are discussed in light
of the distinction between humour styles and humour appreciation, as well as the unique role of EI in
understanding individual differences in humour.
For two weeks, 286 participants used the Rochester Interaction Record to describe their social interactions. They also completed the Coping with Humor Scale and measures of depression, social skills, loneliness, and social anxiety. Scores on the CHS were positively related to how pleasurable people found their interactions, how confident they felt in their interactions, and how much time they spent with others. Moreover, the strength of these relationships was moderated by depression, but not by other measures of adjustment. These relationships were stronger for people who were less depressed.
This series of studies describes the development of a measure of emotional intelligence based on the model of emotional intelligence developed by Salovey and Mayer [Salovey, P. & Mayer, J. D. (1990). Emotional intelligence. Imagination, Cognition and Personality, 9, 185–211.]. A pool of 62 items represented the different dimensions of the model. A factor analysis of the responses of 346 participants suggested the creation of a 33-item scale. Additional studies showed the 33-item measure to have good internal consistency and testretest reliability. Validation studies showed that scores on the 33-item measure 1.(a) correlated with eight of nine theoretically related constructs, including alexithymia, attention to feelings, clarity of feelings, mood repair, optimism and impulse control;2.(b) predicted first-year college grades;3.(c) were significantly higher for therapists than for therapy clients or for prisoners;4.(d) were significantly higher for females than males, consistent with prior findings in studies of emotional skills;5.(e) were not related to cognitive ability and6.(f) were associated with the openness to experience trait of the big five personality dimensions.
To explain the pervasive role of humor in human social interaction and among mating partner preferences, Miller (2000a) proposed that intentional humor evolved as an indicator of intelligence. To test this, we looked at the relationships among rater-judged humor, general intelligence, and the Big Five personality traits in a sample of 185 college- age students (115 women, 70 men). General intelligence positively predicted rater-judged humor, independent of the Big Five personality traits. Extraversion also predicted rater- judged humor, although to a lesser extent than general intelligence. General intelligence did not interact with the sex of the participant in predicting rating scores on the humor production tasks. The current study lends support to the prediction that effective humor production acts as an honest indicator of intelligence in humans. In addition, extraversion, and to a lesser extent, openness, may reflect motivational traits that encourage humor production.
The mating mind' revives and extends Darwin's suggestion that sexual selection through mate choice was important in human mental evolution - especially the more 'self-expressive' aspects of human behavior, such as art, morality, language, and creativity. Their 'survival value' has proven elusive, but their adaptive design features suggest they evolved through mutual mate choice, in both sexes, to advertise intelligence, creativity, moral character, and heritable fitness. The supporting evidence includes human mate preferences, courtship behavior, behavior genetics, psychometrics, and life history patterns. The theory makes many testable predictions, and sheds new light on human cognition, motivation, communication, sexuality, and culture.
This study investigated phenotypic correlations between mental toughness and humor styles, as well as the common genetic and environmental effects underlying these correlations. Participants were 201 adult twin pairs from North America. They completed the Humor Styles Questionnaire, assessing individual differences in two positive (affiliative, self-enhancing) and two negative (aggressive, self-defeating) humor styles. They also completed the MT48, measuring individual differences in global mental toughness and its eight factors (Commitment, Control, Emotional Control, Control over Life, Confidence, Confidence in Abilities, Interpersonal Confidence, Challenge). Positive correlations were found between the positive humor styles and all of the mental toughness factors, with all but one reaching significance. Conversely, negative correlations were found between all mental toughness factors and the negative humor styles, with the mental toughness factors of Control, Emotional Control, Confidence, Confidence in Abilities, and Interpersonal Confidence exhibiting significant correlations. Subsequent behavioral genetic analyses revealed that these phenotypic correlations were primarily attributable to common genetic and common non-shared environmental factors. The implications of these findings regarding the potential effects of humor styles on wellbeing, and the possible selective use of humor by mentally tough individuals are discussed.
Scores on the Multidimensional Sense of Humor Scale (MSHS) are shown to be related positively to a number of factors associated with psychological health, such as optimism and self esteem, and negatively with signs of psychological distress such as depression. Humor is a multidimensional construct that seems to be intimately related to quality of life.
Research on humor is carried out in a number of areas in psychology, including the cognitive (What makes something funny?), developmental (when do we develop a sense of humor?), and social (how is humor used in social interactions?) Although there is enough interest in the area to have spawned several societies, the literature is dispersed in a number of primary journals, with little in the way of integration of the material into a book. Dr. Martin is one of the best known researchers in the area, and his research goes across subdisciplines in psychology to be of wide appeal. This is a singly authored monograph that provides in one source, a summary of information researchers might wish to know about research into the psychology of humor. The material is scholarly, but the presentation of the material is suitable for people unfamiliar with the subject-making the book suitable for use for advanced undergraduate and graduate level courses on the psychology of humor-which have not had a textbook source.
Eighty elementary school children completed an intentional and an incidental associative learning task. Each of three groups stratified on intelligence and creativity made either humorous, unusual, or usual associations among common objects. Intentional learning, only, differentiated IQ groups (p<.05); incidental did not. Ss who made unusual associations recalled more information in both incidental and intentional learning than those making usual associations (p<.05) . Humor facilitated retention resulting from incidental learning (p<.05) but not intentional. Intelligence, creativity, and humor were correlated. The independence of creativity and intelligence was verified by a low correlation (r = .29); however, sense of humor correlated highly with both creativity (r = .89) and intelligence (r = .91) .
In recent years, innovative schools have developed courses in what has been termed emotional literacy, emotional intelligence, or emotional competence. This volume evaluates these developments scientifically, pairing the perspectives of psychologists with those of educators who offer valuable commentary on the latest research. It is an authoritative study that describes the scientific basis for our knowledge about emotion as it relates specifically to children, the classroom environment, and emotional literacy. Key topics include: historical perspectives on emotional intelligence neurological bases for emotional development the development of social skills and childhood socialization of emotion. Experts in psychology and education have long viewed thinking and feeling as polar opposites reason on the one hand, and passion on the other. And emotion, often labeled as chaotic, haphazard, and immature, has not traditionally been seen as assisting reason. All that changed in 1990, when Peter Salovey and John D. Mayer coined the term emotional intelligence as a challenge to the belief that intelligence is not based on processing emotion-laden information. Salovey and Mayer defined emotional intelligence as the ability to monitor one’s own and others’ feelings and emotions, to discriminate among them, and to use motivated scientists, educators, parents, and many others to consider the ways in which emotions themselves comprise an intelligent system. With this groundbreaking volume, invited contributors present cutting-edge research on emotions and emotional development in a manner useful to educators, psychologists, and anyone interested in the unfolding of emotions during childhood. In recent years, innovative schools have developed courses in “emotional literacy” that making; these classes teach children how to understand and manage their feelings and how to get along with one another. Many such programs have achieved national prominence, and preliminary scientific evaluations have shown promising results. Until recently, however, there has been little contact between educators developing these types of programs and psychologists studying the neurological underpinnings and development of human emotions. This unique book links theory and practice by juxtaposing scientific explanations of emotion with short commentaries from educators who elaborate on how these advances can be put to use in the classroom. Accessible and enlightening, Emotional Development and Emotional Intelligence provides ample evidence about emotional intelligence as well as sound information on the potential efficacy of educational programs based on this idea.
Humor is an essential part of our life and an important means to cope with stressful life events. Recent research established that humor is a multi-faceted construct that includes both adaptive and maladaptive humor styles. Whereas self-enhancing and affiliative humor styles seem to be beneficial, aggressive and self-defeating humor styles may be less beneficial or even detrimental to mental health. Self-defeating humor correlates positively with loneliness, shyness, depression, and negatively with explicit (i.e., conscious, deliberate) self-esteem. Furthermore, research has found that individuals possessing “damaged” self-esteem (i.e., a self-esteem discrepancy where individuals exhibit low explicit but high implicit [i.e., unconscious, automatic] self-esteem) have very similar characteristics as individuals using self-defeating humor. We therefore theorized that there is an association between damaged self-esteem and self-defeating humor, which we indeed found. Possible mechanisms and explanations for this link are discussed.
Emotional intelligence is a type of social intelligence that involves the ability to monitor one's own and others' emotions, to discriminate among them, and to use the information to guide one's thinking and actions (Salovey & Mayer, 1990). We discuss (a) whether intelligence is an appropriate metaphor for the construct, and (b) the abilities and mechanisms that may underlie emotional intelligence. © 1993.
Although the gifted represent an enormous asset to our society, most societies worldwide neglect this very important segment of the population and their potential contribution, relegating it to a poorly tapped national resource. This neglect is manifested by the apparent lack of concern and effective tools for studying giftedness as well as identifying the gifted and creating special education programs to help them realize their potential. The disadvantaged gifted are even more difficult to identify and create educational programs for because of the impact of the disadvantageous conditions in which they live. The result of this neglect often has a negative effect on the gifted personally as well as extracts an incalculable price for society in general for failing to channel the most brilliant minds amongst us into the arts, sciences and leadership.
A popular view is that a greater sense of humor enhances both psychological well-being and physical health. The empirical evidence for this general facilitate effect of humor is quite equivocal, however, with only some research being supportive. As such, the present study investigated an alternative proposal, namely, that the distinct components of sense of humor may actually exhibit quite different relationships with psychological well-being, with only some being facilitative, and others being detrimental. This specificity hypothesis draws from contemporary multidimensional models of sense of humor, which have identified both adaptive and maladaptive components of humor (e.g., self-enhancing versus self-defeating). Accordingly, participants in this study completed measures of eight different components of sense of humor, as well as several indices of psychological well-being, including self-esteem levels, depression, anxiety, and self-competency judgments. Initial analyses indicated strong support for a multidimensional approach to sense of humor that demonstrated appropriate component distinctiveness, but also with the expected degree of convergence for key elements that are either adaptive (i.e., coping, affiliative, self-enhancing, and skilled humor) or maladaptive (i.e., self-defeating, belabored, aggressive, and rude humor). In accord with the specificity hypothesis, the adaptive components of sense of humor showed facilitative effects, being associated with greater self-esteem, lower depression and anxiety levels, and more positive self-competency judgments. In contrast, the maladaptive components of humor that were self-focused (e.g., self-defeating and belabored humor) showed the predicted detrimental effects, with higher levels on these specific components being associated with poorer self-esteem, greater depression and anxiety, and poorer judgments of self-competence. Also as expected, the two maladaptive forms of sense of humor that did not focus on the self, but rather on others (i.e., aggressive and rude humor), were unrelated to personal well-being. These findings were then discussed in terms of multidimensional models of sense of humor and the need to identify more clearly the possible mechanisms that may result in either facilitative or detrimental effects on psychological well-being.
Associations among sense of humor, emotional intelligence (EI), and social competence were examined in 111 undergraduate students using measures of humor styles, trait cheerfulness, social competence, and an ability test of EI. Emotional management ability was positively correlated with self-enhancing humor and trait cheerfulness, and negatively correlated with trait bad mood. Ability to accurately perceive emotions was negatively related to aggressive and self-defeating humor. Positive humor styles and trait cheerfulness were positively correlated with various domains of social competence, whereas negative humor styles and trait bad mood were negatively correlated with social competence. Finally, the emotional management facet of EI was positively correlated with several social competence domains.
In an exploratory study of the relationship between psychometric intelligence and humor, cognitive tests of ‘verbal humor ability’ and traditional verbal tests were administered to three samples of examinees. The tests purporting to measure ‘humor information’ were not highly correlated with general verbal ability or verbal creativity, whereas scales developed to assess ‘humor reasoning’ correlated appreciably with the verbal measures. A joke-completion test of ‘joke knowledge’ was highly correlated with the humor information measures. We concluded that there was evidence for two broad facets of convergent humor performance, memory for humor and humor cognition, and that the latter was much more strongly associated with general verbal ability than was the former.
Two studies investigated humor among gifted adolescents. The first compared the choices received on a sociometry of humor test by a group of gifted adolescents and by their peers in 30 classrooms. It was found that while sociometric choices were normally distributed in the general population, gifted adolescents received either few or many choices, in a bimodal distribution.
The second study compared personality traits of gifted adolescents receiving high and low scores on a humor test. The results showed that gifted adolescent humorists were more extroverted, more creative and lower in their needs for social approval. Tentative explanations for these findings as well as practical implications are presented.
The purpose of this investigation was two-fold. Firstly, to examine whether there were significant correlations between loneliness and four humor styles, and secondly to examine which humor style was the best predictor of loneliness among university students. In this study 483 undergraduate students participated at Çukurova University, Turkey. Data were collected through the Revised UCLA Loneliness Scale (Russell, Peplau, & Cutrona, 1980) and the Humor Styles Questionnaire (Martin, Puhlik-Doris, Larsen, Gray, & Weir, 2003). Four Pearson product-moment correlations were computed for the scores on the Revised UCLA Loneliness Scale and on each of four humor scales. The results provided evidence in support of a conceptual framework of humor styles and loneliness indicating strong negative correlations between loneliness and affiliative and self-enhancing humor, and moderate positive correlations between loneliness and self-defeating humor, but no significant correlations between loneliness and aggressive humor. The stepwise regression analysis results indicated that four variables contributed meaningfully to loneliness, and the affiliative humor style was the best predictor of loneliness.
Developmental changes in humor between age two and about eleven years are reviewedhere. Problems in defining humor are noted, but the special importance of incongruity, resolution of incongruity, and a playful frame of mind are emphasized. Divergent viewpoints regarding the onset of humor are reviewed, and cognitively- and affectively-oriented models of humor development are presented. Detailed discussion of theoretical views and research findings is provided separately for preschool and school-aged children. Separate sections suggest that the cognitive contribution to humor is greatest when the difficulty level of the humor matches the child's cognitive level, but full appreciation of the humor depicted in cartoons or jokes requires an emotional identification with the humorist and a sharing of his perceived intent.
Three predictions were generated from Suls' model of the appreciation of verbal humor: (a) intelligence is positively related to comprehension of humor; (b) difficulty of comprehension is positively related to appreciation; (c) intelligence and task difficulty interact in humor appreciation. One hundred sixty-five male college students (IQ estimated from the Vocabulary subtest of the WAIS) viewed cartoons in each of two conditions: (a) Ss rated captioned cartoons for funniness; (b) Ss selected one of four captions and rated the combination for funniness. IQ was found to be positively related to comprehension. Both positive and negative relationships between appreciation and task difficulty were found depending upon how task difficulty was defined. There was no significant interaction between intelligence and difficulty level. Complexity was positively related to appreciation, while difficulty of processing was negatively related to appreciation.
Places humor more firmly in the literature concerned with coping processes, the moderation of stressful experiences, and health. This book tries to make it clear that humor is facilitative only at times and under certain conditions. At other times, personality characteristics such as beliefs about control, the accessibility of social support, and the depths of one's commitments may be equal or more prominent psychological tools when one must protect oneself from succumbing to the effects of particular stressors. The author takes the liberty of including anecdotes and stories to illustrate "humor in action." It is the hope of the author that the use of "hard data" and anecdotal reports makes the book useful for the academic and enjoyable at the same time. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
This research examined the structure and correlates of the Humor Styles Questionnaire (HSQ) in Lebanese university students. Four humour factors were found, as in the original Canadian samples: Affiliative, Self-Enhancing, Aggressive, and Self-Defeating humour. Scale reliabilities were generally acceptable, and inter-correlations among the scales were low. Lebanese participants scored lower than Canadians on Affiliative and Self-Enhancing humour and lower than Belgians on Affiliative and Aggressive humour. As in Canadian and Belgian samples, males reported significantly more use of Aggressive and Self-Defeating humour than did females. Humour styles correlated differentially, and generally as predicted, with horizontal and vertical individualism and collectivism, attachment styles, perceived health, and psychological well-being. Overall, the findings support the cross-cultural stability of the HSQ as well as the differential relationship of these humour styles with culture-related personality traits and psychological well-being. Copyright © 2004 John Wiley & Sons, Ltd.
This article investigates humor as a conversational resource for mitigating conflict in interaction. It explores the structures and dynamics of conflict talk, showing how participants contextualize their interaction as conflict. Then it explores various types of humor and their effects on conflict sequences. In particular, it demonstrates: (1) how humor can successfully end conflict; (2) how one participant can for a time ignore/reject attempts at humor by others; (3) how humor can forestall an impending conflict, but fail to end it; (4) how two parties in conflict talk can ignore attempts at humor by a third, unratified party; (5) how laughter can help resolve conflict even in the absence of humor; and (6) how a humorous key can prevent conflict from arising in potentially contentious contexts. Further, it demonstrates that the effectiveness of humor depends on a series of factors: first, the seriousness of the conflict, second, the social power relationship between the participants, third, the kind of humor, fourth, the reactions of the participants, and finally, who initiates the humor.
Stand-up comedians are a vocational group with unique characteristics: unlike most other entertainers with high creative abilities, they both invent and perform their own work, and audience feedback (laughter or derision) is instantaneous. In this study, the Big Five personality traits (NEOFFI-R) of 31 professional stand-up comedians were compared to those of nine amateur comedians, 10 humor writers and 400 college students. All four groups showed similar neuroticism levels. Professional stand-up comedians were similar to amateur stand-up comedians in most respects. However, compared to college students, professional and amateur stand-up comedians on average showed significantly higher openness, and lower conscientiousness, extraversion, and agreeableness. Compared to stand-up comedians, comedy writers showed higher openness, conscientiousness, extraversion, and agreeableness. These results challenge the stereotype of comedians as neurotic extraverts, and suggest a discrepancy between their stage persona and their true personality traits.
Describes the development and initial validation of the Humor Styles Questionnaire, which assesses four dimensions relating to individual differences in uses of humor. These are: relatively benign uses of humor to enhance the self (Self-enhancing) and to enhance one’s relationships with others (Affiliative), use of humor to enhance the self at the expense of others (Aggressive), and use of humor to enhance relationships at the expense of self (Self-defeating). Validation data indicate that the four scales differentially relate in predicted ways to peer ratings of humor styles and to measures of mood (cheerfulness, depression, anxiety, hostility), self-esteem, optimism, well-being, intimacy, and social support. They also relate to all five dimensions of the Five Factor Model and to Agency and Communion. The first two scales overlap with previous humor tests, whereas the Aggressive and Self-defeating humor scales largely tap different dimensions. Males scored higher than females on Aggressive and Self-defeating humor. It is expected that the HSQ will be useful for research on humor and psychological well-being by assessing forms of humor that may be deleterious to health as well as those that are beneficial.
A short self-report emotional intelligence (EI) measure was completed by a sample of 354 students, who also completed a range of affective and personality measures. A subset of the group also completed an intelligence measure. Exploratory and confirmatory factor analysis of the EI scale suggested a hierarchical factor structure with a super-ordinate EI factor and four lower-level factors. EI was found to be negatively and significantly correlated with Neuroticism, and positively and significantly correlated with Extraversion, Openness, Agreeableness and Conscientiousness. Correlations of EI with the other measures were in accordance with theoretical expectations; for example, positive with life satisfaction and negative with depression-proneness. Most of these correlations remained significant when the effects of personality were controlled for. These results and regression modelling show that EI accounts for variance in these measures not accounted for by personality. EI was found not to be significantly correlated with cognitive ability. The relationship between EI and alexithymia was investigated using structural equation modelling and factor analysis. The results indicated that the two constructs are distinct, although strongly correlated.
Research on the psychological mechanisms underlying the link between personality and health is still premature. This study argues for an integrated multistage approach in which lower-order traits mediate the impact of higher-order traits on health. A total of 1038 university students (738 female and 300 male) completed the Big Five, trait Emotional Intelligence (EI), Humour Styles and General Health questionnaires. Structural equation modelling showed that, as hypothesized, trait EI and three of the humour styles fully mediated the paths from Extraversion, Openness, Agreeableness and Conscientiousness to General Health. Moreover, the link between Neuroticism and General Health was partially mediated by trait EI and three of the humour styles. This study provides empirical evidence for an integrated multistage model that shows how multiple traits can be integrated to jointly impact on General Health.
Emotional Intelligence (EI) is held to explain how emotions advance life goals. While different theories of EI have been proposed there is still controversy about how EI should be conceptualised and measured. It is agreed, however, that EI’s relevance depends on it being able to predict significant life outcomes. A study of 246 predominantly first-year tertiary students investigated relationships between EI and a number of ‘life skills’ (academic achievement, life satisfaction, anxiety, problem-solving and coping). Correlations between EI and academic achievement were small and not statistically significant, although higher EI was correlated with higher life satisfaction, better perceived problem-solving and coping ability and lower anxiety. However, after controlling for the influence of personality and cognitive abilities, shared variance between EI and life skills was 6% or less.
Four hundred and fifty six pairs of adult twins completed the Humor Styles Questionnaire – which measures two positive and two negative styles of humor – and the NEO-PI-R, which measures the Big-5 personality traits. Univariate behavioral genetic model-fitting revealed that individual differences in the two positive humor styles (affiliative and self-enhancing) and all five of the Big-5 traits were largely attributable to genetic and nonshared environmental factors, whereas individual differences in the two negative humor styles (self-defeating and aggressive) were largely attributable to shared and nonshared environmental factors. Several significant phenotypic correlations were found between each of the four humor styles and the Big-5, and multivariate behavior genetic analyses revealed that these observed correlations were themselves entirely attributable to genetic and nonshared environmental factors.
The Emotional Intelligence (EI) Scale devised by Schutte et al. (1998) is widely used in EI research. There have been criticisms of this scale, mainly related to its preponderance of forward-keyed items; differing results on its factor structure also exist. We investigated the effect on the scale's psychometric properties of reversing some items and adding some new items. The short form of the Bar-On EQ-i was completed by the same group of participants, comprising 500 Canadian undergraduates. The use of item reversals and additional items was found not to improve the EI scale's internal reliability. In contrast to previous studies, only three factors could be identified for the new 41-item scale: Optimism/Mood Regulation, Utilisation of Emotions and Appraisal of Emotions. Overall EI measured using the 41-item scale and the short EQ-i were highly correlated, whilst correlations between the subscales of the two tests were theoretically interpretable.
Relatively few studies have evaluated relationships between stress, psychological distress, psychosocial factors and menopause symptoms, and none have evaluated emotional intelligence (EI) in relation to menopause. In this study, direct and indirect relationships were evaluated between stress, psychological distress, psychosocial factors (e.g. social support, coping, EI), menopause symptom severity and physical health in middle-aged women.
One hundred and sixteen women aged 45-55 years were recruited through women's health centres and community organizations. They completed a short questionnaire asking about stress, psychological distress (i.e. anxiety, depression), EI, attitude to menopause, menopause symptoms and physical health.
Low emotional intelligence was found to be related to worse menopause symptoms and physical health, and these associations were partly mediated by high stress, anxiety and depression, a negative attitude to menopause and low proactive coping.
Women with high EI appear to hold more positive attitudes to menopause and experience less severe stress, psychological distress and menopause symptoms and better physical health. These results suggest that women who expect menopause to be a negative experience or are highly stressed or distressed may be more likely to experience a more negative menopause.
Multiple aspects of humor were evaluated in children between the ages of 10 and 14 and related to several areas of competence manifested at school. Humor measures assessed appreciation (including mirth, subjective ratings, and response sets), comprehension, and production, while competence measures included teacher ratings of classroom behavior, peer reputation, and achievement. Humor was related to competence in several ways consistent with previous theory and research: (1) through the manifestation of intellectual ability both in humor behaviors and in competent functioning; (2) through the role of mastery motivation enhancing both types of functioning; and (3) through peer relations, resulting from the effects of humor on peer acceptance or the effects of peer relations on humor behaviors. Ideas for further research relating humor to social competence, social cognition, and mastery motivation are discussed.
There is some evidence that compulsive hoarding is associated with social impairment, which may contribute to poor functional outcomes among hoarding patients. In this study, individuals with compulsive hoarding (n = 30) were compared to nonhoarding anxious or depressed patients (n = 30) and nonclinical community participants (n = 30) with respect to clinical characteristics, interpersonal difficulties, and emotional intelligence. All participants were diagnosed using a semi-structured interview and completed self-report measures. Participants with compulsive hoarding endorsed more depression and schizotypal personality disorder symptoms than participants in both comparison groups. Hoarding participants also reported more interpersonal difficulties than community volunteers, but they did not differ significantly from nonhoarding participants with an anxiety or mood disorder. Multiple regression analyses demonstrated that hoarding-related beliefs were marginally related to increased interpersonal problems over and above the effect of depression and anxiety. The groups did not differ significantly with respect to emotional intelligence.
In this study, the authors explored the use of positive, negative, and avoiding humor in 2 types of situations by individuals in romantic relationships. Participants (N = 154) rated their frequency of humor use in either a typical conflict scenario with their partner or a typical pleasant event. Participants also indicated their overall degree of romantic relationship satisfaction. Hierarchical regression analyses revealed that individuals who were more satisfied with their relationship reported higher levels of positive humor use and lower levels of negative and avoiding humor use. Furthermore, lower levels of negative and avoiding humor use were reported for the conflict situation. Last, a significant 2-way interaction revealed that individuals who were high in relationship satisfaction reported significantly lower levels of negative humor use in a conflict situation as compared with a pleasant encounter. In contrast, individuals who were low in relationship satisfaction reported the same high levels of negative humor use regardless of whether they were in a conflict situation or a pleasant encounter. The authors discuss these findings in terms of the need for further research to clearly delineate the factors that may influence the complex use of humor in romantic relationships.
Okul öncesi öğretmenliği öğrencilerinin stresle başa çıkma stilleri ve bazı değişkenlere göre mizah tarzlarının karşılaştırılması [Pre-service early childhood educators' styles of stress management and a comparison of their humor styles according to some variables
- M Sümer
Sümer, M. (2008). Okul öncesi öğretmenliği öğrencilerinin stresle başa çıkma stilleri ve bazı değişkenlere göre mizah
tarzlarının karşılaştırılması [Pre-service early childhood educators' styles of stress management and a comparison
of their humor styles according to some variables]. Unpublished master's thesis, Selçuk Üniversitesi, Sosyal
Bilimler Enstitüsü, Konya.
Öğretmen adaylarının mizah tarzları ve cinsiyet rolleri ilişkisi [The relationship between preservice teachers' humor styles and their gender roles
- V Avşar
Avşar, V. (2008). Öğretmen adaylarının mizah tarzları ve cinsiyet rolleri ilişkisi [The relationship between preservice
teachers' humor styles and their gender roles]. Unpublished master's thesis. Marmara Üniversitesi, Eğitim
Bilimleri Enstitüsü, İstanbul.
Öznel iyi oluşa dayalı mizah tarzları modeli [A model of humor styles based on subjective well-being] Unpublished master's thesis
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İlhan, T. (2005). Öznel iyi oluşa dayalı mizah tarzları modeli [A model of humor styles based on subjective well-being]
Unpublished master's thesis. Gazi University, Ankara.
Duygusal zekâ mizah tarzı ve yaşam doyumu: Üniversite öğretim elemanları üzerine bir araştırma [Emotional intelligence, humor style and life satisfaction: A study on university academic staff
- S Tümkaya
- E Hamarta
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- M Çelik
- B Aybek
Tümkaya, S., Hamarta, E., Deniz, M. E., Çelik, M., & Aybek B. (2007). Duygusal zekâ mizah tarzı ve yaşam
doyumu: Üniversite öğretim elemanları üzerine bir araştırma [Emotional intelligence, humor style and
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Tashakkori & C. Teddlie (Eds.), Handbook of mixed methods in social and behavioral research (pp. 273-296).
Thousand Oaks, CA: Sage.
Üniversite öğrencilerinin kişiler arası ilişki tarzları ve mizah tarzları
- A Erözkan
Erözkan, A. (2009). Üniversite öğrencilerinin kişiler arası ilişki tarzları ve mizah tarzları [Interpersonal
relationship styles and humour styles of university students].
Mizah tarzları ile başa çıkma stratejileri arasındaki ilişki [Relationship between humor styles and coping strategies] VIII. Ulusal Psikolojik Danışma ve Rehberlik Kongresi Özet Kitabı [Abstract Proceedings of 8 th National Psychological Counseling and Guidance Congress (s
- T Sarı
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styles and coping strategies] VIII. Ulusal Psikolojik Danışma ve Rehberlik Kongresi Özet Kitabı [Abstract
Proceedings of 8 th National Psychological Counseling and Guidance Congress (s.105-106). İstanbul:
Marmara Üniversitesi Atatürk Eğitim Fakültesi.
Mizah tarzları ölçeği uyarlama calışması
- E Yerlikaya
Yerlikaya, E. (2003). Mizah tarzları ölçeği uyarlama calışması [Adaptation study of the Humor Styles Questionnaire].
Unpublished master's thesis, Cukurova University, Adana.