Sense of humor and approaches to learning in university students

Antonio Manuel Duarte, Alexandra Figueiredo de Barros


This study aimed to analyze the relations between university students’ approaches to learning and self-referential sense of humor. It also investigated how both approaches and self-referential humor relate with academic achievement.  The sample involved 224 university students, that frequented from the 1st to the 3rd academic year of their graduation. Self-referential sense of humor was evaluated through the Humor scale of an adapted version of the Self-Perception Profile for College Students – SPPCS of Neeman and Harter (1986 apud BARROS, 2012) and approaches to learning trough the 2nd version of the Inventory of Learning Processes for University Students (IPA-u), according to  Duarte (2007). Data were subjected to Pearson correlations to study connections between variables. Results revealed negative significant correlations between Self-referential sense of humor and both Surface Learning Strategy (i.e., rote learning) and Surface-Achieving Approach to Learning (i.e., learning motivated by extrinsic pressures, competitions and high grades; rote learning). Besides, a significant positive correlation was found between Self-referential sense of humor and Organizing Strategy 2 – Management (i.e., personal management) and between Deep Approach to Learning (i.e., positive emotions in learning; learning by comprehending, inter-relating information and using critical thinking) and academic achievement.

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Direitos autorais 2018 Antonio Manuel Duarte, Alexandra Figueiredo de Barros


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