| Summary: | 碩士 === 國立臺灣大學 === 健康政策與管理研究所 === 100 === Objective: The purpose of this study was to investigate the degree of literacy on humor messages disseminated through mass media among junior high school students, as well as investigating correlated factors.
Method: The data derived from the “Effect of humor messages disseminated by various communication channels on junior high school students’ humor styles project” was used for secondary data analysis. Sampling procedures included a random drawing of 5 schools from each of four areas of Taiwan: Northern, Central, Southern and Eastern, followed by a random selection of one class among first, second and third grades respectively. The total number of students from the selected 60 classes resulted in a sample size of 1,927 adolescents. After excluding those who did not give informed consents, a total of 1,746 adolescents completed the questionnaire (916 boys; 830 girls). The research variables included degree of literacy on humor messages, gender, school grade, marital status of parents, family interaction and so on. Statistical analysis included univariate description of the degree of literacy on humor messages; multiple linear regression analysis is used to identify the correlated variables.
Results: 1) 85.57% of subjects having their degree of literacy on humor messages assessed as either “medium” or “low”. Among the three sub-indicators of literacy on humor messages, “the ability to perceive persuasive meaning” scored as the highest, followed by “the ability to criticize messages correctly”; while “the ability to distinguish messages between true and false “ scored as the worst. 2) adolescents who received higher scores on literacy on humor messages were mainly those who studied in the second year (contrasted to first year);, lived in the northern, central, or southern Taiwan (contrasted to Eastern Taiwan); having better academic performance (contrasted to less excellent); less outgoing (contrasted to more outgoing); had higher maternal education level (contrasted to lower maternal education level); had higher family economic status (contrasted to lower family economic status); have parents and teachers that are more likely to react toward negative humor style (contrasted to less likely to react toward negative humor styles); and finally, having friends that were less likely to react toward negative humor style (contrasted to more likely to react toward negative humor styles).
Conclusions: 1) The degree of literacy on humor messages disseminated through mass media among junior high school students is still poor, indicating a necessity for increased provision of learning opportunities through various methods. For example, school teachers may enhance students’ ability to analyze humor messages by using various teaching activities, so that students can distinguish messages between truths and false, perceive persuasive meanings in the messages, and criticize messages correctly. Parents may help students interpret humor messages when accompanying their children in watching or reading messages disseminated through mass media. 2) It is suggested that teachers and parents should identify students with higher risk of lower literacy (for example, those who studied in lower year; lived in Eastern Taiwan; have less excellent academic performance; had lower family economic status.) and give earlier intervention. 3. It is suggested that the mass media providers should provide humor messages with positive meanings, rather than negative connotations, so as to educate adolescents the way to display correct humor.
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