Using Relevant Humor to Moderate Inappropriate Conversations: Maintaining Student Communication Satisfaction in the Classroom

Abstract

This study assessed students’ (N=195) perceptions of instructors’ relevant humor and inappropriate conversations in the classroom and used expectancy violation theory (EVT) as a lens to position instructor relevant humor as a moderator between instructors’ inappropriate conversations and student communication satisfaction. Results showed a positive association between students’ perceptions of instructors’ use of relevant humor and student communication satisfaction, and in contrast, a negative relationship between perceptions of instructors’ inappropriate conversations and student communication satisfaction. Consistent with the tenets of EVT, results also indicated that instructors who use relevant humor in the classroom may overcome students’ negative perceptions of inappropriate conversations and maintain student communication satisfaction.

Keywords:

• Expectancy Violation Theory
• Inappropriate Conversations
• Instructor Humor
• Student Communication Satisfaction

Notes

*p < .0001, ^∧ p < .005.

Additional information

Notes on contributors

Robert John Sidelinger

Robert John Sidelinger (EdD, West Virginia University, 2008) is an Assistant Professor in the Department of Communication and Journalism at Oakland University.