청소년의 유머감각과 유머스타일이 스트레스 대처방식 및 건강에 미치는 영향

이재선,조아미 한국청소년학회 2006 청소년학연구 Vol.13 No.6

The purpose of this study was to investigate the differences of humor sense and humor style in terms of gender and grade, to analyze the effect of humor sense and humor style on stress and health. The research subjects were 338 youth attending colleges in Seoul. The research instruments used in this study were MSHS(Multidimensional Sense of Humor Scale), HSQ(Humor Style Questionnaire), Stress Scale, and GHQ-28(General Health Questionnaire-28). The data analysis was performed by SPSS using t-test, one-way analysis of variance, LSD post-hoc analysis, and multiple regression. The main research results of this were as follows: First, males showed higher humor preference which was one of humor sense sub areas. Second, freshmen showed higher humor sense and humor style than sophomore, junior, senior students. Third, humor sense displayed higher variance explanatory power for problem-centered stress copying strategy than emotion-centered stress copying strategy. It did only social health among health sub areas. Fourth, adaptive humor style increased problem-centered stress copying strategy, social health, and life style. Finally, the development and implement of humor education program were needed for youth to use positive humor. 이 연구의 목적은 성별에 따라 청소년의 유머감각과 유머스타일에 차이가 있는지를 조사하고, 유머감각이 청소년의 스트레스 대처방식과 건강에 영향을 미치는 지 분석하고 유머스타일이 청소년의 스트레스 대처방식과 건강에 영향을 미치는지를 검토하는 것이다. 조사대상은 338명의 서울시 소재 대학에 재학 중인 24세 이하의 청소년이었다. 그 중 여학생은 215명(59.6%), 남학생은 146명(40.4%)였다. 조사도구로는 유머감각을 측정하기 위해 Thorson 과 Powell(1993)이 개발한 다면적 유머감각 척도(MSHS: Multidimensional Sense of Humor Scale), 유머스타일을 측정하기 위해 Martin 등(2003)이 개발한 유머스타일 척도(HSQ), 스트레스 대처방식을 측정하기 위해 Folkmanrhk Lazarus(1980)이 개발한 스트레스 대처방식 척도, 건강을 측정하기 위해 Goldberg와 Hillier(1979)가 개발한 General Health Questionnaire-28이 사용되었다. 주요 연구결과는 다음과 같다. 첫째, 유머감각의 하위 영역 중 유머선호도에서 남자가 여자보다 높은 수준으로 나타났다. 둘째, 유머감각은 청소년의 스트레스 대처방식이나 건강에대한 설명 변량이 비교적 적은 반면, 유머스타일은 문제중심적 대처방식이나 사회적 건강에 대한 설명변량이 상대적으로 큰 것으로 나타나고 있다. 셋째, 유머스타일 중에서도 순응적 유머는 청소년의 문제중심적 스트레스 대처방식을 증가시키고 사회적 건강이나 삶의 태도를 증가시킨다. 넷째 유머감각보다 유머스타일이 스트레스대처와 건강에 더 영향을 미친다는 점을 감안할 때 청소년이 친화적이고 긍정적인 유머를 사용할 수 있도록 도와줄 수 있는 유머교육 프로그램의 개발과 유머교육의 실시가 필요하다고 본다.

Humor in the Language Classroom:

Sol Kim,Seon-Ho Park 한국초등영어교육학회 2017 초등영어교육 Vol.23 No.4

This paper explores the literature on humor in the language classroom and proposes implications for teachers about the use of humor. The features of humor are first presented, and then types of humor in the language classroom are identified. It is commonly accepted that humor functions positively as a safe house, reducing learners’ foreign language learning anxiety. However, humor is also used as a way of demeaning a certain person. Specifically, subversive humor is occasionally found in the classroom situations. Overall, humor turned out to be helpful in language teaching situations. However, for the better appreciation of humor, language teachers’ help would be needed as humor frequently includes cultural connotations. Teachers from some Asian countries are reported to be reluctant to use humor in the class because they are afraid of losing control. Studies on humor in language classes in Korea are rarely found. For the successful use of humor in the Korean primary school English classes, teachers are advised to provide funny examples using humorous activities or introducing interesting cultural information. Based on the findings from the research survey, it is recommended that humor should be lesson-relevant, appropriate to students’ linguistic level, and used in a careful manner.

Humor in the Language Classroom: A Review of the Literature

김솔,박선호 한국초등영어교육학회 2017 초등영어교육 Vol.23 No.4

This paper explores the literature on humor in the language classroom and proposes implications for teachers about the use of humor. The features of humor are first presented, and then types of humor in the language classroom are identified. It is commonly accepted that humor functions positively as a safe house, reducing learners’ foreign language learning anxiety. However, humor is also used as a way of demeaning a certain person. Specifically, subversive humor is occasionally found in the classroom situations. Overall, humor turned out to be helpful in language teaching situations. However, for the better appreciation of humor, language teachers’ help would be needed as humor frequently includes cultural connotations. Teachers from some Asian countries are reported to be reluctant to use humor in the class because they are afraid of losing control. Studies on humor in language classes in Korea are rarely found. For the successful use of humor in the Korean primary school English classes, teachers are advised to provide funny examples using humorous activities or introducing interesting cultural information. Based on the findings from the research survey, it is recommended that humor should be lesson-relevant, appropriate to students’ linguistic level, and used in a careful manner.

예비교사의 유머감각과 유머스타일이 교사교육에 요구하는 변화 (Vol.22 No.3)

허영주(Hur, Youngju) 한국교육방법학회 2010 교육방법연구 Vol.22 No.3

이 연구는 예비교사들의 유머활용에 대한 의견과 유머감각 그리고 유머스타일을 탐색하며, 이를 통해 예비교사의 유머능력 함양을 위한 교사교육의 변화 방향을 제언하기 위하여 수행되었다. 연구대상은 3개 대학 총 265명의 예비교사였으며, 교사유머에 관한 예비교사의 의견 조사지와 유머감각 측정지, 유머스타일 측정지를 도구로 사용하였다. 연구의 결과, 예비교사들은 교사의 유머능력은 필수적이고 후천적 노력으로 함양 가능하다고 보며, 유머능력을 보유하기 위하여 노력할 계획이 있는 것으로 나타났다. 또한 예비교사들은 평균적으로 유머감각 수준이 높지 않음을 알 수 있었다. 그리고 유머의 실제 활용과 활용 후의 피드백 등 유머감각 향상에 긍정적인 방법보다는 수동적이고 소극적 방법으로 유머능력 함양을 위해 노력하고 있는 것으로 나타났다. 예비교사들의 유머스타일은 주로‘관계적 유머’인 것으로 나타났으며, 그 다음이 ‘자멸적 유머’인 것으로 나타났다. 연구 결과에 기초하여 다음과 같이 제언하였다. 유머능력함양을 위한 교육활동이 교사교육에서 제공될 필요가 있으며,이 때 주요 내용은 교사의 중요한 능력으로서의 유머능력의 필요성과 함양가능성에 대한 확신, 유머능력 증진을 위한 확고한 의지 확보, 교육활동을 위한 유머활용의 목적의 명확한 인식, 부정적 유머활용의 단점과 실례, 예비교사들의 유머능력 함양 계획 검토와 적극적 유머함양 방법을 경험할 기회 등이 되어야 할 것이다. The purpose of this study is to investigated that change about teacher education for fit in humor sense and humor style of pre-service teacher. For study, 265 pre-service teachers is tested, Thorson & Powell's MSHS(Multidimensional Sense of Humor Scale)(1993) and Martin etc.'s HSQ(Humor Style Questionnaire) (2003) be used in study. As result, pre-service teacher take a view that humor is necessary to support teaching and effort increasing humor. And pre-service teacher have effort's plan. But pre-service teacher's humor sense is medium capability and have been used passive methods than active and effective methods on humor increasing. Also, pre-service teacher's humor style usually is affiliative humor or self-defeating humor. Self-enhancing humor and agressive humor nothing much. So researcher said some proposals of the teacher education. First and most important proposal is that contents for increasing on humor use capability must add in teacher's curriculum. Contents encompasses that have belief on humor sense as necessary condition of teaching and have a strong will efforts for more higher teacher's humor sense. And it have steadily perception on cause of humor use for teaching and defects of passive methods on humor increasing, chance used for active and effective methods.

<언더독>과 <마당을 나온 암탉>에서 나타난 유머 장면 분석

김준 한국디지털정책학회 2020 디지털융복합연구 Vol.18 No.11

The objective of this study was to explore the humorous scenes shown in animation such as types of humor, frequency of humor, hours of humor, and correlation between subject of humor and supporting role. As the subjects of research, this study selected <Underdog> and <Leafie, a Hen Into the Wild> that recorded the ten-times different number of audiences even though both works were produced by the same studio called ‘Odolttogi’. In the results of analyzing those two works, there were differences. Drawing the characteristics of humor, the frequency of humor should be a lot more shown in the early to mid part than the latter part, and there should be diverse types of humor. And the frequency of humor by main characters should be increased. When the types of supporting roles were more diverse, the tendency of humor was also shown diversely. Also, the humor that was formed within relationships of characters was more effective than the humor formed alone. Through the slapstick or linguistic comedy in which such interactions are shown into actions, more diverse verbal plays could be shown. These elements could make it possible for animated works to diversely express more creative and funnier scenes of humor. 본 연구는 애니메이션에서 나타난 유머 장면을 유머 유형과 유머 빈도수, 유머 시간, 그리고 유머 주체와 조연의 상관관계를 탐색하는데 목적을 두었다. 연구 대상으로는 같은 오돌또기 스튜디오에서 제작한 작품이었지만 관객 수에서 10배의 차이를 기록한 <언더독>과 <마당을 나온 암탉>으로 선정하였다. 연구 방법으로는 유머 장면을 추출하여 타당도 검사를 한 후 앙리 베르그송 웃음 이론을 통해 분석하였다. 분석 결과는 후반부보다 초 중반부에 유머 빈도수가 많아야 하며, 유머 유형의 다양성이 필요하였다. 주인공의 유머 빈도수가 높아야 하고, 조연들의 유형이 다양할수록 유머의 성향도 다양하게 나타났다. 또한 유머는 혼자보다 등장인물들의 관계 속에서 생성되는 유머가 효과적으로 나타났다. 등장인물들의 상호작용은 행동으로 나타나는 슬랩스틱이나 언어코믹으로 다양성이 증가한다. 이러한 요소들은 애니메이션 작품을 보다 독창적이고 재미있게 하며 다양한 유머 장면의 표현을 가능하게 할 것이라고 사료된다.

유머감각이 조직 내 성과에 미치는 영향

이덕로(Deog Ro Lee),김태열(Tae Yeol Kim) 한국경영학회 2009 經營學硏究 Vol.38 No.3

Humor long has been recognized as a mechanism for dealing with life’s problems and situational difficulties. Specifically, researchers have found that a sense of humor provides health benefits by generating social laughter, psychological benefits by venting anger and frustration and coping with stressful situations, social benefits by building sense of intimacy and community with others, and cognitive benefits related to problem solving such as generating creative ideas by humor. Recently, as several management researchers and business leaders regard a sense of humor as an important factor in strategic management, the effects of a sense of humor on organizational performance have been actively examined. Although these studies have extended our understanding about how a sense of humor influences individual and organizational outcomes, several important issues need to be addressed. First, most of them have focused on examining the relationships between as sense of humor and individual creativity. Another important issue unresolved in humor research is the process by which a sense of humor is associated with individual outcomes although sociability and self-esteem as well self-efficacy can be intervening variables between them. In addition, studies on a sense of humor in South Korea have been mainly conducted in nursery, psychology, education, and advertisement as a coping mechanism for stressful situations. Researchers have paid little attention to examining the relationships between as sense of humor and individual outcomes, especially in management area. To address these issues, we examined how a sense of humor influenced a various kinds of performance at work and how self-efficacy mediated the relationships between them. We collected data from 20 various kinds of companies in terms of size and industry in South Korea 20 surveys were distributed to each company, a total of 400 surveys. Respondents were limited to middle managers regardless of regions and departments since one of the dependent variable (i.e., career performance) requires a certain level of work experiences. Of 201 surveys collected (i.e., response rate = 50.3%), we deleted 20 ones due to centralization tendency and missing values. The average of a sense of humor was 3.56, which is not high on a 5-point Likert-type scale. However, it was a little bit higher than those reported in the United States (i.e., 2.91 in Thorson and Powell(1991); 2.90 in Thorson et al.(1997)). As expected, a sense of humor was significantly correlated with self-efficacy and self-efficacy was significantly correlated with various kinds of performance at work. To test the research hypotheses, we used a regression analysis and Baron and Kenny’s(1986) approach. Results revealed the positive effects of a sense of humor on job, career, creativity, and team performance. In addition, self-efficacy significantly mediated the relationships between a sense of humor and job, career, creativity, and team performance. This study provides several theoretical and practical implications. First, the study can contribute to humor research theoretically and empirically by showing that a sense of humor significantly influences various kinds of performance at work beyond individual creativity(e.g., career and team performance). In addition, this study theorized and empirically tested the mediating effects of self-efficacy on the relationships between a sense of humor and various kinds of performance at work. Given that most current humor research ignored the underlying processes by which a sense of humor influences individual and organizational performance, this study is advanced. Future research needs to examine other psychological mechanisms that link between a sense of humor and employee outcomes beyond self-efficacy. For example, individuals with a high sense of humor can develop a better sociability that can help them build interpersonal relationships which in turn can influence individual and organizati

호텔 감정노동자의 유머스타일과 직무몰입의 관계에서 직무스트레스의 매개효과에 관한 연구

신태화 한국외식경영학회 2017 외식경영연구 Vol.20 No.4

This study aims to verify how humor styles influences job stress and job engagement of emotional laborers. The result shows that, among the humor styles, relational humor and self-enhancive humor affects positively while aggressive humor affects negatively on decreasing job stress and enhancing job engagement. In addition, it is shown that job stress plays a role as a part of the relationship between the job engagement and relational humor, self-enhancive humor, and aggressive humor. As humor styles noticeably influence job stress and job engagement of emotional laborers, it is necessary to include additional assessment for distinguishing which humor style interviewees have throughout in-depth interview when staffs are hired. Consequently, workers with more positive humor styles would change company culture into more harmonious and humorous atmosphere, which would eventually result in decreasing job stress and enhancing job engagement. Thus, it is expected that this study would be an important source of data that helps both management and superiors understand emotional workers' difficulties and that leads to positive outcome which are reduced job stress and enhanced job engagement of workers by using humor styles that affect positively. 본 연구는 유머스타일이 감정노동자의 직무스트레스 및 직무몰입에 미치는 영향을 검증하는데 목적이 있다. 분석결과 유머스타일 중 관계적 유머. 자기고양적 유머는 직무스트레스 감소나 직무몰입 향상에 긍정적인 요인을 미치며 공격적인 유머는 부정적인 영향을 미치는 것으로 나타났다. 또한 직무스트레스는 유머스타일 중 관계적 유머, 자기고양적 유머, 공격적 유머와 직무몰입 간의 관계에서 부분매개 조건을 충족하고 있는 것으로 나타났다. 즉, 유머스타일이 감정노동자의 직무스트레스 및 직무몰입에 유의미한 영향을 미치고 있으므로, 직원 채용 시 심층 면접을 통한 추가적 평가를 실시하여 유머스타일 형태를 평가항목에 포함하는 신중한 판단이 필요하며, 부정보다 긍정적인 요인을 많이 가지고 있는 종사원을 통해서 경직된 조직의 분위기보다, 재치 있는 유머로 부드럽고 웃음이 피어나는 문화로 바뀌면, 직무몰입의 향상과 직무스트레스의 감소를 기대할 수 있을 것으로 보인다. 기업에서 경영진이나 관리자 상사 모두가 감정노동자의 어려운 점을 이해하고 좋은 유머를 사용함으로써 종사원의 직무스트레스 감소, 직무몰입 향상 등 호텔 기업의 긍정적인 성과를 이끌어 낼 수 있게 하는 중요한 자료가 될 것으로 기대한다.

국어과 교육 내용으로서 유머 교육을 위한 시론

구현정 ( Koo Hyun-jung ) 한말연구학회 2017 한말연구 Vol.- No.46

Humor has been largely relegated to date as a mere supplementary matter in education and thus excluded in language curricula. This study critically reviews the state of affairs and proposes that humor be included in the curricular content for its diverse educational and pedagogical advantages. Humor education can uphold the spirit of the 2015 Revised National Curriculum for Korean Language Education and effectively produce the desired effects in language education. The National Curriculum places emphases on the following six objectives, and the following point-by-point details present how humor education is related with the points in support of the proposal for humor education. With respect to fostering critical and creative thinking, humor promotes such cognitive skills since it can keep the cognitive reasoning process flexible through the experience of processing seeming logical fallacies as well as simultaneously activating multiple schemata for humor production and comprehension. Such experience will result in dissolution of affective tension and creation of positive affective attitudes, which, in turn, will promote critical and creative thinking in general. With respect to fostering skills for accessing useful information, humor helps students to be motivated and maintain the motivation in accessing and analyzing a wide variety of desired information due to the inherent pleasurable nature of humor. It also helps students to play active roles in class activities, and serves them to better retain the acquired information for future use. These aspects will increase the comprehension skills as well as problem-solving strategies in general. With respect to fostering communication skills, humor helps participants in communicative activities to forge intersubjectification, which will lead to the development of effective communication skills in diverse social settings. With respect to fostering interpersonal relationship skills, humor, as one of its most prominent properties, helps create emotional stability in the individuals within a speech community, which promotes the tolerance for differences and increases the power of control over stress and emotional upsurge. These qualities will obviously help individuals avoid conflicts or confrontations, prevent their face from being threatened, and relieve unwanted self-exposure in relationship. With respect to fostering cultural awareness, humor, inherently culture-bound, helps students to remain keen to culture and understand the current culture at a deeper level because humor invariably works on associative patterns and collective perceptions of the community members. This enhanced understanding of culture promotes the multiliteracies and cultural literacy, which is a valuable quality for individuals in an increasingly multicultural society, in which tolerance and flexibility for diversity are increasingly becoming indispensable. With respect to fostering self-reflection and self-development, humor promotes the sense of self-efficacy, creates positive self-identity, enhances self-respect, and advances positive viewpoints in any given circumstances. These qualities help individuals to reflect on themselves and pursue self-development. It is imperative that humor education address not only the development of skills of humor production, but also the development of coping skills in diverse situations by means of humor, the formation of positive attitudes toward humor, and the advancement of capabilities of humor appreciation. It needs to be also stressed that humor education should place special emphases on developing humor skills for edifying relationship and self-enhancement, and in addition on alerting students of the dangers of aggressive humor and the destructive power of self-defeat humor.

부조화-해소 모델의 관점에서 본 언어적 유머의 유형과 특성

강병창 한국독어학회 2016 독어학 Vol.34 No.-

In der vorliegenden Arbeit geht es um eine Taxonomie der Typen des verbalen Humors aus der Perspektive des Inkongruenz-Resolutions-Modells. Die traditionelle linguistische Humorforschung hat sich fast nur auf einen bestimmten Humortyp, namlich den (narrativen) Witz, konzentriert. Diese Beschrankung ist zwar wohl aus analysetechnischen Grunden verstandlich, lasst sich aber nicht theoretisch rechtfertigen. Die lingusitischen Eigenschaften humoristischer Texte sind nur anhand des Witzmodells nicht adaquat und erschopfend zu beschreiben. Außerdem wird in der Litertaur oft ein bestimmter Typ des Inkongruenz-Resolutions-Vorgangs beim Humorverstehen betont. Um dieses Manko auszugleichen, wird hier versucht, eine mogliche Klassifikation von verschiedenen Typen des verbalen Humors zu skizzieren. Der verbale Humor kann zuerst nach Kriterien von Verwendungskontext und . absicht einerseits und von Produktions- und Verwendungsweise andererseits horizontal klassifiziert werden. Hieraus ergeben sich auf der einen Seite der kontextfreie und der interaktionale Humor, auf der anderen Seite der vorgefertigte und der spontane Humor. Beim kontextfreien Humor handelt es sich um einen vom Diskurskontext entkoppelt eingesetzten Humor, der meistens zum Vergnugen verbraucht wird, wahrend der interaktionale Humor im Gesprachskontext eingeschlossen und eingebettet verwendet wird. Der vorgefertigte Humor wie Witze werden meistens kontextfrei verwendet, und der spontane Humor wird kreativ im Gesprach produziert. Der verbale Humor ist außerdem nach Kriterien von Ebenen der linguistischen Analyse und nach denen von Wahrnehmungs- und Auflosungsweise der Inkongruenz vertikal weiter zu klassifizieren. So werden zuerst der Texthumor und der Konstruktionshumor unterschieden. Beim Texthumor geht es um Witze und konversationellen Humor, wahrend der Konstruktionshumor als scherzhafte lexikalische Konstruktionen wie Lexeme und Phraseme verwirklicht wird. Diese Typen verbalen Humors konnen nach den konkreten Inkongruenz-Auflosungs- Verfahren weiter in den Framewechsels-Humor, Framereparatur-Humor, Frameaufhellungs-Humor, Framezerstorungs-Humor und Frameuberlappungs- Humor aufgeteilt werden 지금까지 언어적 유머, 그 가운데서도 언어에 의한 유머 자극이라고 할 수있는 언어 우스개의 다양한 유형을 언어적 유머를 설명하는 데 유용한 부조화-해소 모델을 토대로 하여 개관해 보려고 하였다. 언어 우스개의 유형을구분하는 기준은 다양하겠지만, 일차적으로는 언어 우스개가 사용되는 맥락과 의도 그리고 언어 우스개가 생산되고 사용되는 방식에 따라 상위의 수평적 분류가 시도되었다. 나아가 이러한 언어 우스개가 언어학적 분석층위에따라 어떻게 수직적으로 분류될 수 있는지 그리고 이러한 분류가 부조화의지각-해소 방식에 따라 어떻게 더 세분화될 수 있는지를 살펴보았다. 기성 우스개로서의 우스갯소리, 그 가운데서도 특히 우스갯얘기에 치중해서 언어적 유머를 논의해 온기존의 언어학적 유머연구의 한계를 극복하는 출발점으로 삼고자 하였다. 특히 ‘대화 우스개’로 알려진 상호작용적 즉석 우스개에 대한 세부 고찰은여전히 유머언어학의 과제로 남아 있다. 이를 위해서는 부조화-해소 모델을비롯한 다양한 유머이론을 종합할 필요가 있고, 대화코퍼스 구축을 토대로한 대화분석, 인지화용론적 접근 등이 요청된다. 또한 유머언어학에서는 그동안 어휘 차원의 구성체 우스개에 대한 관심이 미약했는데, 이 영역은 텍스트 구성에서 유머 효과를 부여하는 데 중요한 역할을 하는 점에서 좀 더 체계적인 연구가 필요하다. 구성체 우스개에는 특히 비유와 말장난이 중요한역할을 하는데, 비유와 유머의 관계와 상호작용에 대한 연구와 이에 따른 구성체 우스개의 세부 유형에 대한 탐구는 앞으로의 과제로 남겨 둔다.

청소년의 유머감각, 유머스타일이 리더십기술에 미치는 영향

최명선,최태산,안재영 한국청소년학회 2007 청소년학연구 Vol.14 No.5

This study was to identify effects of humor sense and humor style subordinate variables on adolescents' leadership. Subjects were 429 boy/girl students of middle and high school. The data analysis were used correlation analysis, multiple regression. The results of this study could be summarized as follows. First, significantly discriminative positive correlation was obtained by subordinate variables on adolescents' leadership but, was not obtained by intention decision and group action on mal-adaptative humor. Second, humor sense and humor style had significant effects on adolescents' leadership. and They also explain 29%, 34% of adolescents' leadership. Humor sense had effects on adolescents' leadership by humor creation and humor preferences. Humor style had effects on adolescents' leadership by only adaptative humor. Third, result of analysis compositively humor sense and humor style, They explain 36% of adolescents' leadership. Humor creation and adaptative humor had significant effects on adolescents' leadership. Adaptative humor show relatively a higher tendency to effects on adolescents' leadership by humor sense and humor style. That is, humor sense and humor style were identified factor in adolescents' leadership raise the standard and more smooth in responding to the environmental stress and human relations. This result will be helped if using practical the foundation data on program of adolescent and parents education or education in the field and adolescents' training action. 본 연구에서는 유머감각과 유머스타일의 하위변인이 청소년의 리더십기술에 어떠한 영향을 미치는지를 확인하고자 하였다. 연구대상은 중ㆍ고등학교 남녀학생 429명이었다. 본 연구의 자료 분석은 t-test, 상관분석, 중다회귀분석이 사용되었다. 본 연구를 통해 나타난 결과를 요약하면 다음과 같다. 첫째, 유머감각과 유머스타일, 리더십기술의 하위변인들은 상호 정적상관을 보였다. 다만, 비순응적 유머는 의사결정기술과 집단활동기술에서 유의한 상관을 보이지 않았다. 둘째, 유머감각과 유머스타일은 각각 청소년의 전체적인 리더십기술에 유의한 영향을 미쳤으며 그 설명력은 각각 29%, 34%이었다. 유머감각은 유머생성과 유머선호도에서 리더십기술에 영향을 미쳤다. 유머스타일은 순응적 유머만이 리더십기술에 영향을 미쳤다 셋째, 유머감각과 유머스타일을 복합적으로 분석한 결과, 청소년의 전체적인 리더십기술을 36%를 설명하였다. 유머생성과 순응적 유머가 리더십기술에 영향을 미쳤다. 유머감각과 유머스타일에서 상대적으로 순응적 유머가 청소년의 리더십기술에 가장 많은 영향을 미쳤다. 즉, 유머감각과 유머스타일이 청소년의 리더십기술을 높이고 환경적인 스트레스와 인간관계에 보다 원만하게 대처하는 요인으로 확인되었다. 이러한 결과는 청소년 및 부모교육 프로그램이나 교육현장과 청소년수련활동에서 실제적인 기초자료로 이용한다면 도움이 될 것이다.