探討家人、媒體及班級對國中生幽默表現之影響：幽默訊息評價之調節效果驗證

Effects of family, media, and class factors on adolescents’ humor expressions: the moderating effect of personal evaluation of humor messages

王虹惠(Hong-Huei Wang)

指導教授 ： 江宜珍

中山醫學大學/健康管理學院/公共衛生學系碩士班/碩士(2011年)

https://doi.org/10.6834/CSMU.2011.00034

摘要

目的：本研究目的為探討家人的幽默表現、個人接收到媒體的幽默訊息量、班級的幽默表現氣氛、及國中生對幽默訊息的評價，對其幽默表現的影響，並進一步探討國中生對幽默訊息的評價是否具調節效果。
方法：利用國科會補助之「媒體與人際傳播之幽默訊息對國中生幽默表現的影響研究」的部分資料進行次級資料分析。研究樣本來自台灣北、中、南、東四區，隨機抽樣出各五所公立國中，於各校內七至九年級各隨機抽出1個班級，共1,746人（來自65個班級）完成自填問卷。最後納入本研究分析之樣本有1,718人（男生900人；女生818人）。本研究所指幽默表現分為「貶低自己」、「貶低別人」、「肢體動作」及「機智反應」四種方式。由於資料具巢套特性，採階層線性迴歸模式（HLM）進行分析。
結果：國中生最常採用「機智反應」和「肢體動作」兩種方式來表現幽默，較少採用「貶低別人」和「貶低自己」的方式。在影響國中生幽默表現的因素方面，以「接收到媒體的幽默訊息量」及「國中生對幽默訊息的評價」之影響力較大，「班級的幽默表現氣氛」和「家人的幽默表現」影響力較小。在調節效果方面發現有二：(1)若「父母常以貶低自己的方式表現幽默」且「國中生對貶低自己幽默訊息有較不好的評價」，或「全班同學使用貶低自己的幽默表現氣氛較濃厚」且「國中生對貶低自己幽默訊息有較好的評價」時，其更會以貶低自己的方式來表現幽默；(2) 若「全班同學使用貶低別人的幽默表現氣氛較濃厚」，且「國中生對貶低別人的幽默訊息的評價越好」，則其越易表現貶低別人的幽默方式。
討論：本研究證實，國中生的幽默表現受媒體及個人評價的影響相當大，且班級團體及家人的影響力不容忽視。建議在國民中學以「班級」為單位，實施媒體幽默訊息之識讀課程，藉以提升國中生的幽默知能，來達到透過團體的力量對個人負向幽默表現產生約束之效果。並進一步提供家人學習幽默識讀課程的機會。

關鍵字

青少年 ； 幽默表現 ； 媒體 ； 班級氣氛 ； 幽默訊息評價

並列摘要

Purpose: The purposes of this study were twofold: (1) to investigate the effects of families’ humor expressions, exposure to media humor messages, humor climate of class, and personal evaluation of humor messages on the junior high school students’ humor expressions; (2) to examine how personal evaluation of humor messages moderates above relationships.
Methods: Data was derived from a nationally representative random sample comprising 1,718 students in 65 classes. Four dimensions of humor messages and expressions including self-devalued, other-devalued, funny actions, and intellective reactions were used in this study. Hierarchical linear modeling (HLM) was used to analyze our data.
Results: In our adolescents, the frequent expressions of humor are intellective reactions and funny actions. After controlling for participant's sex, grade, academic performance, and personality, exposure to media humor messages and personal evaluation of humor messages had significant positive effects on adolescents’ corresponding humor expressions, while families’ humor expressions and humor climate of class had weak effects on their corresponding humor expressions. Besides, we found that personal evaluation of self-devalued humor moderates the relationship between (1) parents’ expressions of self-devalued humor and adolescents’ expressions of self-devalued humor, and between (2) self-devalued humor climate of class and adolescents’ expressions of self-devalued humor. Furthermore, we also found that personal evaluation of other-devalued humor moderates the relationship between other-devalued humor climate of class and adolescents’ expressions of other-devalued humor. Specifically, The patterns of the moderating effects were as follows: (1) If parents frequently showed self-devalued humor way, even adolescents had less positive personal evaluation of self-devalued humor messages, they expressed more self-devalued humor; (2) if there were strong self-devalued humor climate of class, and adolescents had more positive personal evaluation of self-devalued humor messages, they expressed more self-devalued humor; (3) if there were strong other-devalued humor climate of class, and adolescents had more positive personal evaluation of other-devalued humor messages, they expressed more other-devalued humor.
Conclusions: According to the research results, we suggest to conduct the courses of humor literacy education especially on media humor messages in class to their personal evaluation of humor messages. The negative humor climate of class should be detected and averted promptly by social norm of the class. Further, families should be provided the opportunity to learn more about humor literacy.

並列關鍵字

Adolescent ； humor expression ； media ； classroom climate ； humor message evaluation

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