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Banaruee, Hassan (Dr.)

Forschungszentrum für fachbezogene Lehr- und Lernprozesse (eh. Forschungszentrum für Sekundarbildung) • Fakultät 1 • Pädagogische Psychologie

#142 • OrcID: 0000-0002-8004-7604

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16 Publikationen

ArtikelOpen Access · CCPeer ReviewPrintEnglisch

The impact of teacher humour on teaching quality and student learning: An experimental approach.

Bieg, S., Banaruee, H. & Dresel, M. (2026). The impact of teacher humour on teaching quality and student learning: An experimental approach. Learning and Instruction, 2026(102).

Abstract
Background: It is assumed that teacher humour promotes social relationships and enhances learning processes among students. Nonetheless, there has been no systematic investigation beyond correlational studies into how different types of humour influence distinct dimensions of teaching quality and students’ learning processes.
Aims: We used an experimental approach in two studies to examine the impact of various types of teacher humour on experts’ ratings and students’ perceptions of teaching quality, as well as on students’ motivation and emotions.
Samples: Study 1 included 206 experts and Study 2 included 325 students.
Methods: In both studies, participants were randomly assigned to one of five experimental groups, in which they were shown video recordings of lessons that were identical in content but differed in terms of the humour used by the teacher. Subsequently, the participants rated the teaching quality of this lesson (teacher-student relationship, interestingness, clarity, time on task). In Study 2, students additionally reported on their motivation and their emotions while watching the video-recorded lesson.
Results: In both studies, results revealed that course-related humour promotes teacher-student relationship and interestingness (no effects were observed for clarity and time on task). Moreover, course-related humour led to increased intrinsic motivation, enjoyment and reduced negative emotions in students. Structural equation modelling revealed indirect effects of different types of humour on students’ motivation and emotions via teaching quality.
Conclusions: Our findings indicate that humour that is course-related can improve socio-emotional and motivational dimensions of teaching quality and enhance students’ intrinsic motivation and emotional experiences.
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Interplay of teacher humour and classroom climate at school

Banaruee, H. & Bieg, S. (2025). Interplay of teacher humour and classroom climate at school. Jena, Fachtagung Pädagogische Psychologie, PAEPS.

Abstract
Among other things, humor in the classroom fulfills social functions that go hand in hand with a pleasant atmosphere, which in turn can promote the use of humor (Van Praag, et al., 2017). However, prior research in this domain are predominantly cross-sectional (e.g., Tsukawaki et al., 2020), leaving the reciprocal and causal relationships between different types of teacher humor and classroom climate unexplored. Based on prior research studies (Stuart & Rosenfeld, 1994; Tsukawaki et al., 2020), we hypothesize that affiliative types of humor and classroom climate will mutually and positively reinforce one another over time, while aggressive humor and classroom climate will exert reciprocal negative effects. Hence, we conducted a longitudinal study exploring these reciprocal relations. We followed 1,298 German-speaking 9th-grade students (51.9 % female; Mage: 14.30 years; SD = .52) from 62 secondary school classes (Gymnasium) during the school years 2023-2024. Students’ perceptions of teacher humor were measured with HUMLAS (Bieg & Dresel, 2016, 17 items, ω = .85 -.94), and classroom climate was assessed with a scale from Helmke (2017, 3 items, ω = .80). Data were collected at three measurement points. The reciprocal associations of different teacher humor types and classroom climate were analyzed by identifying crossed-lagged panel models with latent variables (using Mplus 8.11), which all models yielded satisfying fit indices. The results indicated partially reciprocal relationships. Specifically, course-related humor at the start of the school year (T1) positively predicted classroom climate at mid-year (T2); further, classroom climate at T2 predicted enhanced course-related humor at the end of the school year (T3). We found a negative reciprocal relationship between aggressive humor and classroom climate from T1 to T2. We also found that the classroom climate at T2 predicted aggressive humor at T3 negatively. Furthermore, irrelevant humor at T2 negatively influenced classroom climate at T3. There were no effects between self-disparaging humor and classroom climate. These findings emphasize that only the use of teacher’s course-related humor is perceived as supportive classroom climate and teachers should avoid aggressive humor in the classroom. Course-related humor can make the classroom feel enjoyable, promoting a positive classroom climate. Mutually, a supportive classroom climate encourages teachers to use more course-related humor in their lessons.
Keywords: Teacher humor, Classroom climate, Secondary school students
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Longitudinal Impact of Teacher Humor on Student Socio-Emotional Characteristics

Banaruee, H. & Bieg, S. (2025). Longitudinal Impact of Teacher Humor on Student Socio-Emotional Characteristics. Mannheim, GEBF.

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The role of executive functions in symbolic and situational mathematical abilities

Khatin-Zadeh, O., Banaruee, H. & Farsani, D. (2025). The role of executive functions in symbolic and situational mathematical abilities. European Journal of Psychology of Education, 4(1), 1-17.

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Bodily events in metaphorical embodiment of stress relief

Khatin-Zadeh, O., Jiehui, H., Eskandari, Z., Farsani, D. & Banaruee, H. (2024). Bodily events in metaphorical embodiment of stress relief. Current Psychology, 43.

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Enhancement of perceptual and cognitive functions in near-death experience: A perspective from embodiment theories

Khatin-Zadeh, O., Eskandari, Z., Farsani, D. & Banaruee, H. (2024). Enhancement of perceptual and cognitive functions in near-death experience: A perspective from embodiment theories. EXPLORE, 20(6).

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Metaphors across cultures

Banaruee, H., Farsani, D., Khatin-Zadeh, O. & Eskandari, Z. (2024). Metaphors across cultures. Poznan Studies in Contemporary Linguistics, 60(2), 133-158.

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Prime effects in metaphor comprehension: comparing congruent and opposite schematic primes

Khatin-Zadeh, O., Farsani, D., Eskandari, Z., Li, L. & Banaruee, H. (2024). Prime effects in metaphor comprehension: comparing congruent and opposite schematic primes. Frontiers in Psychology, 15.

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Schematic Embodiment of Perseverance in Persian

Khatin-Zadeh, O., Hu, J., Eskandari, Z., Banaruee, H. & Farsani, D. (2024). Schematic Embodiment of Perseverance in Persian. Journal of Psycholinguistic Research, 53(12).

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The effect of type of task on EFL learners’ vocabulary learning

Eskandari, Z., Khatin-Zadeh, O., Farsani, D. & Banaruee, H. (2024). The effect of type of task on EFL learners’ vocabulary learning. Frontiers in Psychology, 15.

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The Effectiveness of One-way and Two- way Tasks in ESP Writing Courses

Banaruee, H. (2024). The Effectiveness of One-way and Two- way Tasks in ESP Writing Courses. Revista Realidad Educativa, 4(1).

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Where the ‘bad’ and the ‘good’ go: A multi-lab direct replication report of Casasanto (2009, Experiment 1)

Yamada, Y. & Banaruee, H. (2024). Where the ‘bad’ and the ‘good’ go: A multi-lab direct replication report of Casasanto (2009, Experiment 1). Memory & Cognition.

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ENGLISH FOR STUDENTS OF ECONOMICS

Banaruee, H. (2018). ENGLISH FOR STUDENTS OF ECONOMICS. Chabahar: Chapar Publication.

  • ISBN9786002761026
  • StichworteEnglish, College, Economics
Abstract
This book has been prepared for students of Economics in EFL countries. Students will be prepared for practical use of language and economy texts. This book is unique in its syllabus and content. It can be recommended for both General English and English for Economics courses. The reason behind such versatile approach is rooted in the communicative tasks, learning strategies, and grammatical items present throughout the textbook, which are rendered from Macroeconomics and Microeconomics texts.
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Error Correction: To Me or Not To Me!

Banaruee, H. (2018). Error Correction: To Me or Not To Me! OmniScriptum Publishing Group: LAP LAMBERT Academic Publishing.

  • ISBN9786137339305
  • StichworteError Correction, Feedback, Teaching, Learning
Abstract
Since the very first moment of learning, mankind has encountered the cycle of trials and errors to come across the learning process, which we can never let this cycle go round unaffectedly or halter it with irrational restrictions. We find it necessary to pose some thought provoking questions regarding the nature of providing corrections to errors existing in learning processes before moving fast: Should teachers stop learners making mistakes on the spot? Should teachers provide feedback to individuals or to the whole classs? Is that necessary to call out all errors encountered? Should teachers give corrections right after observing errors? Should teachers pinpoint specific types of errors? May the error corrections be delayed? Can the feedback provided be simple or complex? Explicit or Implicit? Direct or indirect? Covert or overt? Delayed or instant? In order to find answers to all or some of the posed questions we recommend teachers, students and researchers involved in teaching language pedagogy refer to this book where necessary specifically in respect with the writing skill. We hope this book provides techniques and sufficient information for better learning and teaching process inside and outside language classrooms. A section of this book is the result of two years non-stop analysis of errors and types of feedback outcomes over students’ writings which may provide all language teachers, researchers, students and planners helpful information. Language teachers can benefit from this book as to manipulate the methodology throughout their classes and keep their students motivated and encouraged.
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Recast in Writing

Banaruee, H. (2016). Recast in Writing. Isfahan: Sana Gostar Publications.

  • StichworteRecast, indirect corrective feedback
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Typology of Corrective Feedback and Error Analysis

Banaruee, H. (2016). Typology of Corrective Feedback and Error Analysis. Isfahan: Sana Gostar Publications.

  • ISBN978-600-8061-88-5
  • StichworteError Correction, Learning, Teaching
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