gag culture -- correlation between gag and psychological well-being among university students in...
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Gag culture -- Correlation between gag and Gag culture -- Correlation between gag and psychological well-being among university psychological well-being among university
students students in Hong Kongin Hong Kong
Gag culture -- Correlation between gag and Gag culture -- Correlation between gag and psychological well-being among university psychological well-being among university
students students in Hong Kongin Hong Kong
Instructor: Prof. Lisa LowInstructor: Prof. Lisa Low
Group 22Group 22Chau Hoi Tat (PHY/3 06672793) Chau Hoi Tat (PHY/3 06672793) Kwok Tsz Ying (PSY/3 06750413)Kwok Tsz Ying (PSY/3 06750413)So Pui Lam (CSC/3 06725013)So Pui Lam (CSC/3 06725013)Yu Pui Kei (SOC/3 06750253)Yu Pui Kei (SOC/3 06750253)
UCFYP
Outline• Introduction• Methodology• Results• Discussion• Implications• Limitations• Sharing• Q&A
IntroductionIntroductionIntroductionIntroduction
Reasons for studying this phenomena
Gag is…..• Localized concept among teenagers
in Hong Kong• Developing among adults • Popular• Innovating• Interesting
• Humor is a similar but different construct with gag
• Humor is found to be correlated with…1. Coping with stress (Williams, 2001;
Falat, 2000)2. Relationship satisfaction (Zukor, 2005)3. Confronting interactions with friends (Bippus, 2000)
Reasons for studying this phenomena
• As a result,we want to see if gag can also correlate with some positive outcomes
• Such as psychological well-being, coping with stress, as well as interpersonal relationship
Contributions of this study
• Have a preliminary study on the gag culture, and the effects of gag
• See whether gag is positive or negative to our psychological aspects
• Suggest further studies in the similar area
Gag as a reference and investigate its relationship with…
1. Psychological well-being2. Stress3. Interpersonal relationship Among university students in Hong
Kong
Aims
Definition
Gag: Silly & superficial jokes, has the function of amusing & seeking attention from others(Chan et al., 2008)
Seekingattention
Function:amusingothers
Superficialjokes
Silly jokes
Origin:Hong Kong
Gagness
Stress: • Mental or emotional tension• Feelings of anxiety• Symptoms of mental and physical
tension or strain, as depression or hypertension
• Result from a feeling of threatened, pressured
Interpersonal relationship: • We focus on the relationship between
peers• Including both positive & negative
interactions
Psychological well-being: Measured by…• General happiness• Life satisfaction• Self-acceptance• Purpose in life• Autonomy• Mastery
Hypotheses
1. Gag people have better psychological well-being
2. Gag people have less stress3. Gag people have better
interpersonal relationship
MethodologyMethodologyMethodologyMethodology
Online questionnaire
QuestionnaireAge group 18 – 25
Education level University students
Method of distributing questionnaires
1.Sending out the link to schoolmates and friends2.Upload the link to a forum for university students
Location Hong Kong
Target Group Hong Kong university students
Number of participants 332
Method of seeking consent
Interviewee are doing this questionnaire by volunteer and they are informed that they can withdraw anytime
Time period of data collection
28/7 ~ 15/8
Set up of Set up of questionnairequestionnaire
Set up of Set up of questionnairequestionnaire
• Level of gag Gagness scale (Chan et al., 2008)
• Well being index Well-Being Scale (SPWB) (Ryff, 1989) • Level of stress Perceived Stress Scale (PSS)(Cohen et al.,
1983)
• Interpersonal relationship• Demographics
Five parts of questionnaire
Level of gag• Gagness scale (Chan et al., 2008)• 25 questions• 6-point Likert Scale
(1 = strongly disagree to 6 = strongly agree)
• The scale is originally in Chinese• Examples (with translation) Q9: I am proud of my gag
Q15: People always said I am a gag person Q17: Telling gag can make me feel satisfaction
Well being index
• Well-Being Scale (SPWB) (Ryff, 1989)• 5 questions• 6-point Likert Scale (1 = Strongly disagree to 6 = Strongly agree)
• The scale is originally in English (then translated into Chinese)
• ExamplesQ2: I have felt calm and relaxedQ3: I have felt active and vigorous Q4: I woke up feeling fresh and rested
Level of stress• Perceived Stress Scale (PSS) (Cohen et al., 1983)• 10 questions• 5-point Likert Scale (1 = Never to 5 = Always)• The scale is originally in English
(then translated into Cantonese) • Examples
Q1: In the last month, how often have you been upset because of something that happened unexpectedly? Q7:In the last month, how often have you been able to control irritations in your life?
Interpersonal relationship
• Only one subjective question: “To what extent you satisfied with your
interpersonal relationship?”
• 6-point Likert Scale (1 = very dissatisfied to 6 = very satisfied)
Demographics
Including:• Age • Sex • Universities • Faculty • Study year
Data analysis
• Data analysis software: SPSS (ver. 15)
• Statistical Analysis (Correlations between gag and other variables)
ResultsResultsResultsResults
Demographics
Gender
Male
Female
1. Gender
Male: 174
Female: 158
School HKU
CUHK
UST
POLYU
BU
CITYU
LU
SYU
IED
ASSO
2. School
HKU: 33
CUHK: 145
UST: 13
POLYU: 41
BU: 13
CITYU: 40
LU: 10
SYU: 8
IED: 1
ASSO: 28
Faculty
SS
ART
MED
BA
SC
ERG
EDU
LAW
3. Faculty
SS: 69
ART: 47
MED: 12
BA: 77
SC: 55
ERG: 67
EDU: 3
LAW: 2
Study year
Year 1
Year 2
Year 3
Year 4 or above
Fresh graduate
4. Study year
Year 1: 149
Year 2: 97
Year 3: 48
Year 4 or above: 2
Fresh graduate: 36
Age 18 and below
19
20
21
22
23
24
25 and above
5. Age
18 and below: 29
19: 87
20: 76
21: 80
22: 27
23: 19
24: 6
25 and above: 8
Summary of resultsSummary of resultsSummary of resultsSummary of results
Significant correlations with gag
Construct Significant level
Psychological well-being
.340 (**)
Interpersonal relationship
.241 (**)
Sex -.141 (**)
Faculty -.129 (*)
Study year -.120 (*)
* Correlation is significant at the 0.05 level (2-tailed)
** Correlation is significant at the 0.01 level (2-tailed)
Not significant correlations with gag
• Perceived stress• Age• School
DiscussionDiscussionDiscussionDiscussion
Psychological well-being
• Positive correlation between gag and psychological well-being
• Possible reasons: 1. Gag is to amusing people and the ‘gagger’ himself
2. Making gags can make people feel positive 3. Gag is always being inspired by the
environment 4. People observe and appreciate the matters in
daily life
As a result, people making gag can improve the general happiness and thus the psychological well-being
Literature support
• Similar findings from study of humor and well-being (Kirsh, 2006)
• Generation and reception of humor can improve one’s psychological well-being
Perceived stress • No significant correlation between gag and
perceived stress• Possible reasons:
1. Gag can be used to improve the general happiness but its effect is only on mental perspective
2. However, the perceived stress is mainly about things happened or things had to do
3. Making gags are not going to improve the situation since the problems are solid and physical
As a result, making gags do not have direct relationship with perceived stress
Literature support
• Small but significant relationship between humor and coping with stress (Williams, 2001)
• Humor correlate with reduced stress while gag does not
• Maybe because humor is produced in a meaningful and conscious way, but gag is simply produced with no meaning and purpose
Interpersonal relationship
• Positive correlation between gag and interpersonal relationship
• Possible reasons:1. Gag can be used to amuse people as well as attract peoples’ attention
2. People making gags can always make lots of friends among group of people
Literature support
• Similar findings from study of humor and interactions with friends (Bippus, 2000)
• It is clear that the main function of gag and humor is to amuse others and improve interpersonal communication
Gender
• Negative correlation between gag and gender (0 = male; 1 = female)
• Possible reason:Male are more likely to make gagsTo seek attention from possible mates?
ImplicationsImplicationsImplicationsImplications
• In order to improve well-being and satisfaction of relationship among students
• “Gag” culture is worth to be promoted• Promote gag among university students
(organize more gag related activities like NA broken gag competition)
• Give one more way to solve psychological problems among university students
• Further investigation on gag can be done
• Targets can be directed to people within other age groups (e.g., adults the effects of 家好月圓 )
LimitationsLimitationsLimitationsLimitations
Online questionnaire • We cannot assure the validity of the
information collect since the questionnaire is conducted online
• We cannot validate the identity of the interviewee
• There may be misunderstandings of the questionnaire since interviewee cannot ask us questions
No interpersonal relationship scale
• There is no official interpersonal scale provided by international research groups
• It is only based on subjective opinion of the interviewee himself
• May not be accurate enough
Bias
• Data is not completely random sampling
• The scale is concerning a period of time before answering the questionnaire, so there may be recall bias.
SharingSharingSharingSharing
• Hard to collect data since the reply rate is very low (before upload the questionnaire on the forum)
• Interesting topic for us because we are all like making gag =)
• Learn how to conduct an sociology related research
• Learn how to cooperate with other group members
• Learn about the knowledge of other subjects
• Learn inter-disciplinary communication
• Familiar with works settings
ReferencesBippus, A. M. (2000). Humor in comforting interactions. Dissertation Abstracts
International, 60, 4247. Cecen, A. R. (2007). Humor styles in predicting loneliness among Turkish university
students. Social Behavior and Personality, 35, 835-844. Chan, W., Chang, H. L., Chu, K. M., Chung, K. L., Ho, Y. Y., Kwok, T. Y. (2008).
Gagness scale.Falat, M. (2000). Creativity as a predictor of “good” coping? Peer Reviewed Journal,
42, 317-324. Townsend, M. A. (1981). Humor and anxiety: Effects on class test performance.
Psychology in the Schools, 18, 228-234. Williams, R. (2001). Use of humor in coping with stress. Dissertation Abstracts
International, 61, 3349. Zukor, T. M. (2005). Predictors of college students’ romantic satisfaction as
understood by the triangular theory of love. Dissertation Abstracts International, 66, 2845.
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