Sense of humor and approaches to learning in university students

Resumo

This study aimed to analyze the relations between university students’ approaches to learning and self-referential sense of humor. It also investigated how both approaches and self-referential humor relate with academic achievement.  The sample involved 224 university students, that frequented from the 1^st to the 3^rd academic year of their graduation. Self-referential sense of humor was evaluated through the Humor scale of an adapted version of the Self-Perception Profile for College Students – SPPCS of Neeman and Harter (1986), according to Barros (2012), and approaches to learning trough the 2^nd version of the Inventory of Learning Processes for University Students (IPA-u), according to Duarte (2007). Data were subjected to Pearson correlations to study connections between variables. Results revealed negative significant correlations between Self-referential sense of humor and both Surface Learning Strategy (i.e., rote learning) and Surface-Achieving Approach to Learning (i.e., learning motivated by extrinsic pressures, competitions and high grades; rote learning). Besides, a significant positive correlation was found between Self-referential sense of humor and Organizing Strategy 2 – Management (i.e., personal management) and between Deep Approach to Learning (i.e., positive emotions in learning; learning by comprehending, inter-relating information and using critical thinking) and academic achievement.