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The relationship of teachers' use of humor in the classroom to immediacy and student learning

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References

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Cited by

1995A test‐retest analysis of student motivation, teacher immediacy, and perceived sources of motivation and demotivation in college classes337 cited
2009An Explanation of the Relationship between Instructor Humor and Student Learning: Instructional Humor Processing Theory333 cited
1992Students' perceptions of teacher behaviors as motivating and demotivating factors in college classes311 cited
2012Pay attention!304 cited
1999The relationship between student perceptions of instructor humor and students’ reports of learning268 cited
1991Individual differences in the communication of humorous messages

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234 cited

2006Appropriate and Inappropriate Uses of Humor by Teachers234 cited

1998The linear relationship between student reports of teacher immediacy behaviors and perceptions of state motivation, and of cognitive, affective, and behavioral learning231 cited

2004IS HUMOR AN APPRECIATED TEACHING TOOL? PERCEPTIONS OF PROFESSORS' TEACHING STYLES AND USE OF HUMOR215 cited

2001An experimental study of teachers’ verbal and nonverbal immediacy and students’ affective and cognitive learning196 cited

2004An investigation of relationships among instructor immediacy and affective and cognitive learning in the online classroom190 cited

2017Humor, laughter, learning, and health! A brief review188 cited

2005“If We Didn't Use Humor, We'd Cry”: Humorous Coping Communication in Health Care Settings183 cited

1996College teacher immediacy and student ratings of instruction163 cited

1992Functions of humor in conversation: Conceptualization and measurement161 cited

2008Assessing Students’ Perceptions of Inappropriate and Appropriate Teacher Humor157 cited