Humor is universal, and it can be contagious. Much research has been done about using humor in the classroom, found to provide an advantage teaching learning. However, must still applied cautiously as different people might perceive jokes told differently. Therefore, understanding undergraduates' styles help educators use style of appropriately effectively. This small-scale a preliminary study ...

In this study, the mediator effects of self-esteem and humor style on the relationship between shyness and loneliness in Chinese college students were investigated. The participants were 525 students, with age range of 19–23, who were attending two different Chinese colleges in Xi’an and Fujian. Data were collected by using the Cheek and Buss shyness scale, Rosenberg self-esteem scale, humor st...

The present study introduces eight comic styles (i.e., fun, humor, nonsense, wit, irony, satire, sarcasm, and cynicism) and examines the validity of a set of 48 marker items for their assessment, the Comic Style Markers (CSM). These styles were originally developed to describe literary work and are used here to describe individual differences. Study 1 examines whether the eight styles can be di...

This article considers how humor may fit within a resiliency perspective. Following a brief overview of resiliency approaches, including selected work on positive psychology, several lines of research that provide initial support for resiliency effects of humor on stress and trauma are highlighted. This work ranges from anecdotal case report descriptions of facilitative humor use in extremely t...

In a previous study, a significant negative correlation between shyness with affiliative humor and a significant positive one with self-defeating humor were reported. Since shyness and loneliness share many of the same characteristics, poor social skills and negative affect, for example, significant negative correlations of loneliness with affiliative and self-enhancing humor and a significant ...