The purpose of this study is to examine the relationship between teachers' attitudes toward and teacher efficacy in inclusive education, and the emotional distress in Japan. A survey of 158 primary school teachers in Yamaguchi prefecture, Japan measured the attitudes of regular and special education teachers for inclusive education and teacher efficacy toward inclusive education to assess the impact of these factors on teachers' emotional distress. The results indicated that the teachers' emotional distress was significantly and negatively correlated with attitudes toward integrated classroom management and perceived ability to teach students with disabilities. Furthermore, teachers' emotional distress was significantly and negatively correlated with high teacher efficacy in inclusive instruction, collaboration, and managing behavior. A regression analysis was performed which further confirmed that efficacy in collaboration and managing behavior were unique predictors of emotional distress in primary school teachers. These findings can provide useful insights into the issue of emotional distress in primary school teachers.

Extant research regarding humor appreciation in individuals with autism spectrum disorder has been equivocal. This study aims to clarify the relationship between the severity of autism spectrum disorder characteristics and humor appreciation in typically developing individuals. We hypothesized that the severity of autistic traits would have a U-shaped linear relationship with humor appreciation. Eighty typically developing undergraduates between the ages of 18 and 22 years ( Mage = 20.20; SDage = 1.08) were recruited for this study. They were asked to answer 24 statements, devised to measure humor appreciation, in response to a joke stimulus comprising 12 typically funny daily life occurrences (two statements per episode). The participants also responded to the Japanese version of the Autism-Spectrum Quotient. A significant U-shaped relationship was observed between the severity of autistic traits and appreciation of humor. A similar significant U-shaped relationship was seen between humor appreciation and the Autism-Spectrum Quotient subscales of attention switching, communication, and imagination. Humor appreciation showed no significant U-shaped relationship with the Autism-Spectrum Quotient subscales of social skills and local details. This study identified ways that autistic traits may influence how people appreciate humor. These findings are discussed in relation to cognitive processes underlying humor appreciation.

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This study examined which characteristics of autistic traits have a positive or negative relationship with emotional regulation using humor. Participants completed the Japanese version of the Social Responsiveness Scale 2 (SRS-2), Adult-Self and Humor Coping with Interpersonal Stress Scale (HCISS). The results showed that while the overall score of the SRS-2 was not significantly linked to emotion regulation using humor, the subscale of capacity for reciprocal social communication was negatively associated with the HCISS score. In contrast, the subscale of restricted interests and repetitive behavior was positively related to the HCISS score. This difference suggests that the two autistic traits influence emotion regulation using humor. These findings could help develop interventions to enhance adaptive emotion regulation strategies in individuals with high autistic traits.