The Role of Humor Style and Emotional Intelligence on Academic Stress in Adolescents

Abstract

This research aims to examine the role of humor style and emotional intelligence on academic stress. Based on studies conducted by the research team, the phenomenon was found that academic stress in teenagers studying in high school, especially in subjects, can be overcome by factors from within the students and outside themselves. An internal factor that can overcome academic stress is the role of developing emotional intelligence in managing various emotional turmoil while studying at school. The external factor is the humor shown by the teacher while teaching in the classroom to reduce stress and make mathematics a lesson that is not scary. The sampling method used was simple random sampling, namely teenagers in high school and college. The participants obtained in this research were 250 teenagers, with the results that humor style and emotional intelligence had a negative and significant role in academic stress. A significant negative role was obtained from the self-enhancing humor style with a value of β = -0.456 and an overall value of R2 = 0.525. The negative role in the results of data processing can be interpreted operationally as that when teachers or lecturers use self-enhancing humor, it will cause a decrease in academic stress experienced during mathematics subjects.