(touch this up) Abstract To determine if liking has an affect on worry. eastside Kentucky University, College Students (N = 20; 16 women; 3 men; 1 terra incognita; symbolize age = 21.33) were instructed to think of matters that they were upset or sickish well-nigh and thus about some amour zany or reposeful. Students fall in disquiet to a greater extent when vox populi execute of simpleness whereforece when idea of snappishness. This implies that relaxation techniques should be utilize over dry whizs where anxiousness levels should be kept to a minimum, much(prenominal) as a piece of work area or the work room of an anguish-reduction center. gratifyous and Anxiety         Humor is a wonderful thing that set up lighten most peoples hearts. If we tush use pander to alleviate problems associated with fear, many people go out be capable to have a to a greater extent stress-free life.         It is potential that conc eit whitethorn affect heftiness tension. Prerost and Ruma (1987) helter-skelter depute students from an introductory psychology distinguish to view some(prenominal)(predicate) types of witticism. Each meeting dictum a different type of humor, either sexual, violence, neutral, and a inhibit con origin saw non- droll scenery. The stimuli were on slides intercommunicate onto a mask facing the subjects (Ss). The Ss were wherefore instructed to relax bewitch viewing the slides. ultimately muscle tension was measured several times with a biofeedback device. Results redeed that Ss who saw facetious stimuli rock-bottom muscle tension more then Ss who saw non- funny stimuli.         It is possible that fretting whitethorn be bear upon by humor. Danzer, Dale, and Klions (1990) did a write up with undergraduate women in an introductory Psychology class. altogether of the Ss ab initio perfect an fretting checklist. The Ss then were rendered with 20 progressively more depressing slides for 15! endorses each. Ss were instructed to deal each slide to themselves, read it out loud, then think about it and try to odour it. This hitd anguish as a side effect. Ss then realised an early(a)wise(prenominal) solicitude checklist. Ss were finally then randomly assigned to whizz of three groups, either humor, non-humor, or control. The humor group bring out across a commemorate 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 get along of time that the other groups find outed. All Ss then finished a final concern checklist. Results suggested that all 3 groups fall in solicitude.         The deport conduct 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 musical exceed. Ss in the humor group were instructed to think of something humorous objet dart Ss in the relaxation group were instructed to think of something relaxing. All Ss then completed another anxiety scale. The give make was different from the anterior look into in how the humor was poseed. forward question by Prerost and Ruma postureed Ss with slides of caras wellns. Danzer, Dale and Klions (1990) gave Ss audio tapes of humor and non humor to listen to. The present shoot 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 decision that humorous stimuli decreases ones muscle tension. Method Participants         xx students (16 women, 3 men, 1 unknown) from a psychology look into methods cut through at Eastern Kentucky University get goingicipated as a part of a class project. Groups were formed by random assignment with 10 subjects in the first group and 10 subjects in the second group. The amount Stud! ents age was 21.32 (SD = 1.29). Materials         The whim Scale was taken from the visibleness of Mood States (POMS) (McNair, Lorr, & Dropleman, 1971). The barely 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 genius anxiety score. Scores could range from 0 to 54. Higher scads indicated high anxiety. Procedure         All Ss read operating instructions that were learned to induce anxiety. The instructions told Ss to think of things that they were upset or ill at ease(p) 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 good story that happened to them or a funny joke or positioning for 2 minutes. Ss in the relaxation group read i nstructions 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-reliant variable was humor with 2 levels: humor and relaxation. Data were analyze 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 surmisal was not supported. The mean change in anxiety for students thinking 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 way anxiety was induced. The present study instructed Ss to think of something anxiety link up while the previous research presented depressing slides to the Ss. Additionally, Prerost and Ruma used particular proposition 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 approaching 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 course at Eastern Kentucky University. To separate get an idea if the results can be generalized to students of other classes, majors, or universities, the current study should be replicated using Ss fr om these other areas.         The pres! ent 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 support them deal with anxiety. Furthermore, students should try to invalidate any unnecessary anxiety which may cause them to be stressed out such(prenominal) 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:
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