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Abstract:
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The purpose of the study was to examine the relationship between humor initiation and overall social competence in middle childhood. In addition, the relationships between humor initiation, social cognitive variables, and personality variables were investigated. Ninety-two first grade children were rated by teachers on overall social competence and three aspects of humor (verbal, behavioral, laughter). Teachers also rated the children on the personality scales of assertiveness and need for approval. Children were individually assessed on two social cognitive measures (perspective-taking and social problem-solving) and a sociometric measure in which children ranked their likeabillty and humor.
Results indicated sex differences in the relationships between these variables. Boys' humor initiation ratings were not correlated with social competence ratings by teachers or peers, but girls' humor ratings were significantly and positively correlated with both teacher and peer ratings of social competence. Girls' humor ratings also were positively correlated with the social cognitive skills, while boys' humor ratings were not. Assertiveness and hyperactivity were positively related to humor and social competence for both boys and girls. Need for approval was negatively correlated with social competence for boys and girls, but positively correlated with humor only for boys. For both sexes, social competence ratings were positively correlated with the social cognitive skills and assertiveness.
The findings suggest that humor is being initiated and perceived in different ways for boys and girls of this age. The links between social competence, including social cognitive skills, and humor for girls, but not boys, may be the result of differences in sex role socialization and developmental factors. Both may impact female/male differences in the social goals related to humor use and in the type of humor expressed and appreciated by boys versus girls during middle childhood. |