| Abstract | Humor je iskustvo koje je jedinstveno ljudskoj vrsti i koje predstavlja neizostavni element našeg svakodnevnog života. U psihologiji, istraživanja humora u zadnjem desetljeću usmjerila su se na proučavanje raznih pozitivnih ishoda korištenja humora u radnom i obrazovnom okruženju, najčešće od strane nadređenih i nastavnika. Međutim, pokazalo se da humor može ponekad služiti i kao indikator neugodnih i stresnih stanja poput sagorijevanja, a opće je prihvaćeno mišljenje da su studenti populacija koja je izrazito podložna sagorijevanju. Kako bi se ispitao humor, za koji je prihvaćeno da je relativno stabilna crta ličnosti, Martin i suradnici (2003) uvode konceptualizaciju humora prema četiri stila u kojoj se radi distinkcija između humora koji je korišten u svrhu poboljšavanja slike o sebi ili svojih odnosa s drugima te prema tome je li humor korišten na način koji je pojedincu potencijalno štetan ili koristan. Prethodna istraživanja dovodila su stilove humora u odnos sa sagorijevanjem zbog pretpostavke da humor može poslužiti kao svojevrsni resurs prilikom suočavanja sa stresom. Isto tako, postoji i korpus istraživanja iz aktualne prakse pozitivne psihologije koji je povezao stilove humora s radnom angažiranosti, također promatrajući humor u kontekstu osobnog resursa koji služi za izvršavanje obveza (Van den Broeck i sur., 2012). S obzirom na to da je skoro sva postojeća literatura na ovu temu usmjerena na proučavanje nadređenih, zaposlenika i nastavnika, cilj ovog istraživanja bio je ispitati odnos stilova humora (afilijativni, samopoboljšavajući, agresivni i samoporažavajući), sagorijevanja na studiju (emocionalna iscrpljenost, cinizam i akademska efikasnost) i akademske angažiranosti kod studenata u Republici Hrvatskoj. U istraživanju je sudjelovalo 256 studenata od kojih su 201 žene i 55 muškarci, a provelo se online putem Google obrasca. Uzorkovanje sudionika obavljeno je metodom snježne grude. U istraživanju su korištena tri mjerna instrumenta: Upitnik stilova humora (engl. Humor Styles Questionnaire - HSQ), Maslachin inventar sagorijevanja adaptiran za studente (MBI -SS) te Utrecht skala angažiranosti u studiju (UWES-SS). Dobiveni rezultati pokazali su značajan doprinos samoporažavajućeg i samopoboljšavajućeg humora u objašnjenju akademske efikasnosti te značajan doprinos samopoboljšavajućeg i agresivnog humora u objašnjenju akademske angažiranosti. Regresijske analize nisu provedene za ispitivanje doprinosa pojedinih stilova humora u objašnjenju varijanci emocionalne iscrpljenosti i cinizma jer je jedino samoporažavajući stil humora bio u niskoj pozitivnoj korelaciji s dviju dimenzijama sagorijevanja. Ovi nalazi ukazuju da humor može potencijalno služiti kao resurs studentima prilikom suočavanja sa stresom i ispunjavanja akademskih obaveza. |
| Abstract (english) | Humor is an experience unique to humankind and an essential element of our everyday lives. In psychology, over the past decade, research on humor has focused on examining the various positive outcomes of humor use in the workplace and in educational settings, specifically when used by supervisors and teachers. However, it has also been shown that humor can sometimes serve as an indicator of unpleasant and stressful mental states, such as burnout which is widely considered to be a common problem among students. To study humor, which is generally considered as a relatively stable personality trait, Martin et al. (2003) introduced a conceptualization of humor which is based on four humor styles, distinguishing between humor that is used to enhance self-image or to enhance relationships with others, and humor that is potentially harmful or beneficial to the individual. Previous studies have associated humor styles with burnout based on the assumption that humor can serve as a resource for coping with stress. Additionally, research within the field of positive psychology has linked humor styles to work engagement, also viewing humor as a personal resource that can be used as a tool for accomplishing tasks (Van den Broeck et al., 2012). Given that existing literature on this topic has predominantly focused on supervisors, employees, and teachers, the aim of this study was to examine the relationship between humor styles (affiliative, self-enhancing, aggressive, and self-defeating), burnout (emotional exhaustion, cynicism, and academic efficacy), and academic engagement among students in Croatia. The study involved 256 participants, of which 201 were women and 55 men, and was conducted online via Google Forms. Participants were recruited using the snowball sampling method. Three measurement instruments were utilized in the study: the Humor Styles Questionnaire (HSQ), the Maslach Burnout Inventory adapted for students (MBI-SS), and the Utrecht Work Engagement Scale for Students (UWES-SS). The results indicated importance of self-defeating and self-enhancing humor in explaining academic efficacy, as well as the importance of self-enhancing and aggressive humor in explaining academic engagement. Regression analyses were not conducted to examine the contribution of individual humor styles in explaining the variance of emotional exhaustion and cynicism, as only the self-defeating humor style had a low positive correlation with the two dimensions of burnout. These findings suggest that humor may potentially serve as a resource to students for coping with stress or fulfilling their academic tasks. |
