| Summary: | 碩士 === 國立臺灣師範大學 === 教育心理與輔導學系碩士在職專班 === 101 === This study aims to discuss the relevance of humor styles of junior high school students and perception of their advisors’ and teacher-student relationship. Questionnaire is used as research method in this study. The questionnaire is administrated in the four regions in Taiwan, including twelve cities. Participants are 990 in 36 classes, from 7th graders to 9th graders in junior high schools. The study used purposive sampling, questionnaire used in this study including Humor Styles Questionnaire (HSQ) and Teacher-Student Interaction Scale. Independent T-test, Pearson correlation, and multiple regression analysis are used for data analysis. The findings of the study are as following:
1. The differences among humor style in junior high school students, perceptual advisor’s humor style and teacher-students interaction in genders.
(1)Self-enhancing humor and aggressive humor in male students are significantly higher than that in female students in junior high schools.
(2)The male students’ perception of advisors’ aggressive humor and self-defeating humor are significantly higher than the female students.
(3)The male students’ perception of the teachers’ influence of teacher-student interaction is significantly higher than the female students.
2. The correlation among the humor style in junior high school students, perception advisor’s humor style and teacher-students interaction.
(1)Junior high school students’ positive humor style is dominantly positive
relevant to perception of advisors’ positive humor style. Junior high school
students’ negative humor style is dominantly positive relevant to perception of advisors’ negative humor style.
(2)Junior high school students’ negative humor style is dominantly positive relevant to the teachers’ influence of teacher-student interaction, but it is dominantly negative relevant to teachers’ proximity.
(3)Junior high school students’ perception of advisors’ positive humor style is dominantly negative relevant to the teachers’ influence of teacher-student interaction, but it is dominantly positive relevant to teachers’ proximity.
3. Junior high school students’ perception of advisors’ aggressive humor style and affiliative humor style can effectively predict teacher-student interaction.
According to the findings, the researcher provided some suggestions for teachers, official authorities and future studies.
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