Whether Positive Emotions and Humor Can Improve the Science Problem-Solving Performance of Adolescents

Author: Tzu-Wei Fang(Institute of Education, National Chiao Tung University),Hsueh-Chih Chen(Department of Educational Psychology & Counseling, National Taiwan Normal University),Hsiao-Ching She(Institute of Education, National Chiao Tung University),Chia-Ling Su(Department of Educational Psychology & Counseling, National Taiwan Normal University)

Vol.&No.：Vol. 56, No. 4
Date：December 2011
Pages：43-68
DOI：10.3966/2073753X2011125604002

Abstract：

This study investigates whether emotions and humor can influence science problem-solving performance, cognitive appraisal, and emotion after the event. This study conducts a survey of 318 junior high school students (166 Male and 152 Female). The statistical methods used to analyze the data are t test and multivariate analysis of variance (MANOVA). The results of this study are as follows: (1) When solving the scientific problem of Oil and Vinegar Separation, students with high positive emotions had superior science problem-solving performance, interest appraisal, and positive emotions after the event compared to students with low positive emotions; however, they experienced lower negative emotion after the event than low positive emotion students did; and (2) when solving the scientific problem of Can the Iron Bar Pierce the Paper, students with high positive emotions reported higher scores of cognitive appraisal (interest and difficulty) and positive emotion after the event, compared to students with low positive emotions. Additionally, humorous items produced more positive emotions compared to non-humorous items. However, no differences existed between the influence of humorous items and non-humorous items on science problem-solving performance, cognitive appraisal, and emotion after the event.

Keywords：positive and negative emotion, humor, science problem solving, cognitive appraisal

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