Teacher Humor as a Predictor of Student Emotions and Motivation: The Mediating Role of Socio-Emotional and Motivational Factors

Although prior cross-sectional research highlights the benefits of course-related humor, longitudinal evidence examining the mediating roles of socio-emotional and motivational factors on student emotions and motivation remain unexplored. Hence, this study examines how different types of perceived teacher humor influence student emotions and intrinsic motivation through teacher-student relationship and the interestingness of instruction, in a longitudinal mediation framework. A sample of 1,298 9th-grade students (52.1% female; M _age : 14.30 years; SD = .52) from 64 secondary school classes participated in this study. Data were collected across three measurement points during one school year. Two-level structural Equation Modeling evaluated the effects from teacher humor types at Time 1, mediated through teacher-student relationship and interestingness of instruction at Time 2, on emotional and motivational outcomes at Time 3. Multilevel results indicated that course-related and self-disparaging humor positively predicted teacher-student relationship and interestingness of instruction in the classroom, while, aggressive and unrelated humor were negative predictors. Both positive teacher-student relationship and interestingness of instruction mediate teacher humor’s effects on negative emotions and intrinsic motivation. Course-related and self-disparaging humor strengthen this bond, while course-unrelated and aggressive humor weaken it, increasing negativity. These findings underscore the importance of course-related and self-disparaging humor as tools to foster positive socio-emotional and motivational learning environments, while highlighting the risks of aggressive and unrelated humor. Practical implications regarding the functionality and application of different forms of teacher humor are also discussed.