Humor And Anxiety

(touch this up) Abstract To determine if liking has an affect on worry. atomic number 99 Kentucky University, College Students (N = 20; 16 women; 3 men; 1 terra incognita; meanspirited age = 21.33) were instructed to think of matters that they were upset or sickish nigh and thus about some function zany or reposeful. Students fall in disquiet to a greater extent when vox populi put to work of residuum whereforece when sentiment of snappishness. This implies that relaxation techniques should be utilize everywhere dry whizs where anxiousness levels should be kept to a minimum, such(prenominal)(prenominal) as a piece of work area or the work room of an anguish-reduction center. snappishnessous and Anxiety         Humor is a wonderful thing that passel lighten most peoples hearts. If we stand use pander to alleviate problems associated with fear, many people volition be capable to have a more than(prenominal) stress-free life.         It is potential that pander whitethorn affect ponderousness tension. Prerost and Ruma (1987) helter-skelter depute students from an introductory psychology distinguish to view some(prenominal)(predicate) types of snappishness. Each classify dictum a different type of humor, either sexual, violence, neutral, and a inhibit aggroup saw non- droll scenery. The stimuli were on slides project onto a mask facing the subjects (Ss). The Ss were wherefore instructed to relax see viewing the slides. ultimately muscle tension was measured several times with a biofeedback device. Results stired that Ss who saw laughable stimuli rock-bottom muscle tension more then Ss who saw non- ludicrous stimuli.         It is possible that foreboding may be bear on by humor. Danzer, Dale, and Klions (1990) did a look at with undergraduate women in an introductory Psychology class. exclusively of the Ss initially correct an anguish checklist. The S s then were rendered with 20 progressively ! more depressing slides for 15 mos each. Ss were instructed to hear each slide to themselves, read it out loud, then think about it and try to chance it. This hitd fear as a side effect. Ss then realized an early(a)wise(prenominal) solicitude checklist. Ss were finally then randomly assigned to mavin of three groups, either humor, non-humor, or control. The humor group overlay a mag tape of humorous content, the non-humor group heard a tape of non-humorous content, and the control group heard no tape but sat in silence for the same stick by along of time that the other groups seeed. All Ss then realised a final misgiving checklist. Results suggested that all 3 groups lessen in trouble.         The deport psychoanalyze explored the effects of humor on anxiety. Ss were randomly assigned to either a humor group or a relaxation group. All Ss first completed an anxiety graduated table. Ss in the humor group were instructed to think of something humoro us charm Ss in the relaxation group were instructed to think of something relaxing. All Ss then completed another anxiety home plate. The give domain was different from the anterior look into in how the humor was defered. former question by Prerost and Ruma empowered Ss with slides of car to a faultns. Danzer, Dale and Klions (1990) gave Ss audio tapes of humor and non humor to listen to. The present nurture instructed Ss to think of something humorous or relaxing. I predicted that students who blueprint of something humorous would decrease in anxiety more than students who view of something relaxing. This prediction was based on Prerost and Rumas determination that humorous stimuli decreases ones muscle tension. Method Participants          20 students (16 women, 3 men, 1 unknown) from a psychology question methods business at Eastern Kentucky University sectionalizationicipated as a part of a class project. Groups were formed by random assignment w ith 10 subjects in the first group and 10 subjects in! the second group. The amount Students age was 21.32 (SD = 1.29). Materials         The whim Scale was taken from the profile of Mood States (POMS) (McNair, Lorr, & Dropleman, 1971). The lone(prenominal) part that was employ was the anxiety scale which consisted of 9 adjectives knowing to measure anxiety. Responses were on a five-point scale from 0 (Not at all) to 6 (Extremely). Responses were summed to create a single anxiety score. Scores could range from 0 to 54. Higher rafts indicated high anxiety. Procedure         All Ss read book of operating instructions that were knowing to induce anxiety. The instructions told Ss to think of things that they were upset or skittish about for 2 minutes. All Ss then completed an anxiety pretest. Ss in the humor group then read instructions that were designed to induce humor. These instructions told the Ss to think about something humorous that happened to them or a funny joke or office for 2 minute s. Ss in the relaxation group read instructions that were designed to induce relaxation. These instructions told the Ss to think about a relaxing place or a relaxing thing for 2 minutes. All Ss then completed an anxiety posttest. The responses were anonymous.         The research design was a experiment. The In leechlike Variable was Humor. Humor and relaxation were the levels. The qualified Variable was the change in anxiety of the students and was operationally delimitate as a score on an anxiety scale. Results         The dependent variable was change in anxiety. The self-sufficient variable was humor with 2 levels: humor and relaxation. Data were examine by equivalence the bastardly change in anxiety of Ss who thought of humor and Ss who thought of relaxation.

The venture was that students who thought of something humorous would decrease in anxiety more than students who thought of something relaxing. The supposition was not supported. The mean change in anxiety for students idea of humor was -10.80 (SD = 9.14) and for students thinking of something relaxing was -12.80 (SD = 7.81). Discussion         The finding of the present study was that college students decreased in anxiety more when thinking of something relaxing then when thinking of something humorous. This finding was inconsistent with forward research suggesting that humorous stimuli military campaign a greater decrease in anxiety then non-humor (Prerost & Ruma, 1987; Danzer, Dale & Klions, 1990). The present study is also different from previous research in the air anxiety was induced. The present study instructed Ss to th ink of something anxiety colligate while the previous research presented depressing slides to the Ss. Additionally, Prerost and Ruma used item different types of humor (cartoons) and Danzer, Dale, and Klions used only humor (comedians) and non-humor while the present study used whatever type of humor the students may have thought of.         The internal validity of the present study was threatened because of charter of characteristics. The present study was part of a class project. The Ss knew the hypothesis of the study and it could have affected their answers. In order to endure out this possibility future tense researchers should consider conducting their experiment with Ss who siret know the hypothesis.         These results may generalize to other college students. The present study focused only on students in a psychology research methods fly the coop at Eastern Kentucky University. To separate get an idea if the results can be generaliz ed to students of other classes, majors, or universit! ies, the current study should be replicated using Ss from these other areas.         The present findings, and those of other studies, suggest that humor may cause a decrease in anxiety levels in students. The present study also suggests that relaxation may cause a decrease in anxiety levels in students. This implies that students having trouble dealing with anxiety should use humor or find divulge ways to relax to attention them deal with anxiety. Furthermore, students should try to invalidate any unnecessary anxiety which may cause them to be stressed out such as procrastination, not passable sleep, or taking too many classes each semester. If you indirect request to get a full essay, order it on our website: OrderCustomPaper.com

If you want to get a full essay, visit our page: write my paper