The perceived effectiveness of teachers when humor and profanity are present in lectures

Author

Jo Lynn Blankenship

Date of Award

1996

Degree Name

Psychology

College

College of Liberal Arts

Type of Degree

M.A.

Document Type

Thesis

First Advisor

Christopher W. LeGrow

Second Advisor

Marianna Footo-Linz

Third Advisor

Stuart Thomas

Fourth Advisor

Leonard J. Deutsch

Abstract

The present study examined the effects of the use of humor and/or profanity on students’ perception of a male or female Psychology instructor. Groups of subjects (N=389; 203=females, 186=males) in a classroom viewed a taped lecture and then completed a questionnaire assessing the instructor and lecture. Each subject viewed one of eight video-taped lecture conditions: (1) non-humorous, non-profane male, (2) non-humorous, profane male, (3) humorous, non-profane male, (4) humorous, profane male, (5) non-humorous, profane female, (6) non-humorous, profane female, (7) humorous, non-profane female or (8) humorous, profane female. It was found that the combination of humor and profanity was seen as more effective when used by a male instructor. It was least effective for a female to use profanity in the absence of humor. This research is a step in understanding the consequences of profanity in the classroom.

Subject(s)

Swearing.

Teacher effectiveness – Humor.

Recommended Citation

Blankenship, Jo Lynn, "The perceived effectiveness of teachers when humor and profanity are present in lectures" (1996). Theses, Dissertations and Capstones. 1562.
https://mds.marshall.edu/etd/1562