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ABSTRACT
Using the Transactional Theory of Emotion and Coping (TTEC), this study examined college students’ (N = 159) use of humor to cope with stressors in synchronous online courses. Participants viewed hypothetical scenarios detailing a common online stressor, and reported on humor to cope, anxiety, anger, and academic resilience. Humor to cope was a significant negative predictor of both anxiety and anger and a significant positive predictor of academic resilience. These results support humor as an effective coping strategy for reducing negative emotions and promoting the ability to overcome obstacles and adversity when faced with online learning stressors.
Disclosure statement
No potential conflict of interest was reported by the author(s).
Additional information
Notes on contributors
Brandi N. Frisby
Brandi N. Frisby (Ph.D., West Virginia University) is Acting Dean and Professor in the College of Communication and Information at University of Kentucky.
Robert J. Sidelinger
Robert J. Sidelinger (Ed.D., West Virginia University) is Professor in the Department of Communication, Journalism, and Public Relations at Oakland University.
Nicholas T. Tatum
Nicholas T. Tatum (Ph.D., University of Kentucky) is Assistant Professor in Residence in the Department of Communication Studies at University of Nevada, Las Vegas.
Audra L. McMullen
Audra L. McMullen (Ph.D. Ohio University) is a Professor in the Communication Studies Department at Towson University, Maryland.