Styles of humor in classes at the University of Applied Sciences Ivanić-Grad / Stilovi humora u nastavi na Veleučilištu Ivanić-Grad

AnaManuela Štambuk, Lea Skokandić*Kušec*, MarijaGoran Penava ŠimacBobić

*PravniVeleučilište fakultet Sveučilišta u Zagrebu, Studijski centar socijalnog radaIvanić-Grad

lea.skokandic@gmail.manuela.kusec@gmail.com

Education for personal and professional development

Abstract

The aim of thethis research was to examine howthe educationrole inand palliativestyles careof affectshumor social(affiliative, workself-enhancing, students’aggressive, attitudesand towardself-defeating) death.

Theare participantsrepresented in this study were 159 social workamong students (withand anteachers averageat agethe University of 24,Applied rangeSciences 22Ivanić-Grad and to 33),see participantsif they depend on gender, age, subject area of the elective course "Introduction to palliative care" at the Department of Social Work, Faculty of Law, University of Zagreb.

A quasi-experimental research design was used to examine differences in attitudes toward death as measured by the Death Attitude Profile-Revised (DAP-R; Wong, Rekker & Gesser, 1994). 

Compared to students prior to the course, upon completion of the course students reported a significantly less expressed fear of death (t=2.91; p<.01), smaller avoidance of death (t=2.5; p<.05), greater acceptance death (t=-2.17; p<.05), and greater neutral acceptance of death (t=-1.97; p=.05). The difference between students before and after the course in accepting death by escape is not statistically significant (t=-1.22; p>.05). 

Based on the research results, it can be concluded that attending the course had a significant effect on changing attitudes towards death, which supports current knowledge about the possibility of influencing changes in attitudes according to theories of learning and contact,teacher and the importanceselected study program. The research was conducted through an online questionnaire on a sample of 100 respondents (66 students and 34 teachers). The Humor Styles Questionnaire (HSQ) was used. Open-ended questions were also implemented in the questionnaire in order to determine their views on the role of educationhumor in teaching. The results of the research show that the self-enhancing style of humor is the most prevalent among both teachers and students, while the self-defeating style of humor is the least prevalent. A comparison by gender and age shows that female students under the age of 20 use an aggressive style of humor significantly more than students in general. Also, a significant difference in the professionaluse of self-defeating style of humor was observed between teachers over 30 and personalstudents developmentunder 20, while there was no significant difference between the other groups. Teachers of futureprofessional experts.subjects differ significantly in their use of self-enhancing, aggressive and self-defeating humor styles from teachers of social subjects. Differences in the use of affiliative style of humor between the mentioned groups were not determined. There is no significant difference in humor styles between the students of professional undergraduate studies in Nursing and Physiotherapy and professional graduate studies in Prosthetics, Orthotics and Robotics. The respondents agree that the use of positive humor in class creates a pleasant atmosphere and increases the motivation to learn.

Key words

attitudeslearning; towardmotivation; death;opinions; education;sense palliativeof care;humor; social work studentsteaching

AnaManuela Štambuk, Lea Skokandić*Kušec*, MarijaGoran Penava ŠimacBobić

*PravniVeleučilište fakultet Sveučilišta u Zagrebu, Studijski centar socijalnog radaIvanić-Grad

lea.skokandic@gmail.manuela.kusec@gmail.com

Odgoj i obrazovanje za osobni i profesionalni razvoj

Sažetak 

Cilj ovoga istraživanja bio je ispitati ulogu i stilove humora (afilijativni, samopomažući, agresivni i samoporažavajući) koji su zastupljeni među studentima i nastavnicima na Veleučilištu Ivanić-Grad te vidjeti ovise li o spolu, dobi, predmetnom području nastavnika i izabranom studijskom programu studenata. Istraživanje je provedeno putem online upitnika na uzorku od 100 ispitanika (66 studenata i 34 nastavnika). Korišten je Upitnik stilova humora (HSQ). U upitnik su bila implementirana i pitanja otvorenoga tipa kako bi se utvrdili njihovi stavovi o ulozi humora u nastavi. Rezultati istraživanja pokazuju kako je i kod nastavnika i kod studenata socijalnoganajzastupljeniji radasamopomažući, dok je najmanje zastupljen samoporažavajući stil humora. Usporedba po spolu i dobi pokazuje kako edukacijastudentice iz palijativne skrbi utječmlađe naod njihove20 stavovegodina premaznačajno smrti.

Ukoriste istraživanjuagresivni stil humora, za razliku od studenata općenito. Također, uočena je sudjelovaloznačajna 159razlika u korištenju samoporažavajućega stila humora između nastavnika starijih od 30 godina i studenata socijalnoga rada prosječne dobi 24 godine (rasponmlađih od 2220, dodok 33između godine),ostalih polaznikagrupa izbornoganema kolegijaznačajne Uvodrazlike. Nastavnici stručnih predmeta značajno se razlikuju u palijativnukorištenju skrbsamopomažućega, naagresivnoga Studijskomi centrusamoporažavajućega socijalnogstila rada,humora Pravniod fakultetnastavnika Sveučilištudruštvenih predmeta. Razlike u Zagrebu.

Kvazieksperimentalnimafilijativnoga nacrtomstila ispitanehumora suizmeđu navedenih grupa nisu utvrđene. Između studenata stručnih prijediplomskih studija Sestrinstva i Fizioterapije te stručnoga diplomskog studija Protetika, ortotika i robotika nema značajne razlike u stavovimastilovima premahumora. smrti mjerene Upitnikom stavova prema smrti (Death attitude profile-revised; DAP-R; Wong, Rekker i Gesser, 1994).

U odnosu na stavove studenata prije edukacije, nakon edukacije studentiIspitanici su izvijestilisuglasni okako značajnoupotreba manjepozitivnoga izraženomhumora strahuu odnastavi smrtistvara (tugodnu = 2,91; p < ,01) i manjem izbjegavanju smrti (t = 2,5; p < ,05)atmosferu te većempovećava prihvaćanjumotivaciju smrti (t = -2,17; p < ,05) i većem neutralnom prihvaćanju smrti (t = -1,97; p = ,05). Razlika između studenata prije i nakon edukacije u prihvaćanju smrti bijegom, nije statistički značajna (t = -1,22; p > ,05).

Temeljem rezultata istraživanja, može se zaključiti da je pohađanje edukacije imalo značajanza učinak na promjenu stavova prema smrti što potkrepljuje dosadašnje spoznaje o mogućnosti utjecaja na promjenu stavova, prema teorijama učenja i kontakta te važnost uloge edukacije u profesionalnom i osobnom razvoju budućih stručnjaka.enje.

Ključne riječi

edukacija;nastava; palijativnamotivacija; skrb;smisao stavoviza premahumor; smrti;stavovi; studenti socijalnoga radaučenje