Abstract This study investigated the relationship between types of humor (aggressive humor and affinity humor) of homeroom teachers, as recognized by their students, and five domains of class climate (mutual respect among the students, discipline, willingness, enjoyment, and resistance). The participants included a total of 500 students – 250 primary school students (fourth to sixth grade) and 250 secondary school students (seventh to ninth grade) in Japan. The students answered questions about their homeroom teacher’s type of humor and the climate of their class using a self-report scale. We labeled five variables of class climate as dependent variables, and two types of teachers’ humor as independent variables, and conducted a hierarchal multiple regression analysis with two steps. Findings showed that aggressive humor had a significant negative correlation to all positive class climates, and a significant positive correlation to negative class climates. Affinity humor indicated a significant correlation in the exact opposite manner to the above findings. Furthermore, the interaction effect of the two types of teachers’ humor was insignificant for every variable of class climate. The findings indicated that an ideal class climate could be created if teachers refrained as much as possible from using aggressive humor and used affinity humor.

中文翻译：

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教师幽默与课堂气氛的相关性——一项针对中小学生的研究

摘要 本研究调查了班主任老师的幽默类型（攻击性幽默和亲和力幽默）与学生认可的课堂氛围五个方面（学生之间的相互尊重、纪律、意愿、享受和抵抗）之间的关系。参与者包括总共 500 名学生——日本的 250 名小学生（四至六年级）和 250 名中学生（七至九年级）。学生们使用自我报告量表回答了有关班主任幽默类型和课堂气氛的问题。我们将课堂气氛的五个变量标记为因变量，将两种教师的幽默感标记为自变量，并分两步进行分层多元回归分析。研究结果表明，攻击性幽默与所有积极的课堂氛围都呈显着负相关，与消极的课堂氛围呈显着正相关。亲和力幽默以与上述发现完全相反的方式表明了显着的相关性。此外，两种教师幽默的交互作用对于课堂气氛的每个变量都不显着。研究结果表明，如果教师尽可能避免使用攻击性幽默和亲和幽默，则可以创造理想的课堂气氛。两种教师幽默的交互作用对课堂气氛的每一个变量都不显着。研究结果表明，如果教师尽可能避免使用攻击性幽默和亲和幽默，则可以创造理想的课堂气氛。两种教师幽默的交互作用对课堂气氛的每一个变量都不显着。研究结果表明，如果教师尽可能避免使用攻击性幽默和亲和幽默，则可以创造理想的课堂气氛。