Year: 2026
Type: article
Study design: Observational Study
Abstract: This study aimed to 1) examine the relationships between humor styles and networking skills among undergraduate students, 2) determine the extent to which humor styles predict networking skills, and 3) compare networking skills among students with different cumulative grade point average (GPA) levels. A quantitative cross-sectional survey was conducted among management students enrolled in negotiation and leadership courses at a public university. Of the 226 eligible students, 185 voluntarily completed the questionnaires and provided usable responses. The instruments comprised the Humor Styles Questionnaire and a networking skills scale. Data were analyzed using descriptive statistics, Pearson’s correlation, multiple regression analysis, and Welch’s ANOVA. The results showed that self-enhancing humor (r = .342, p < .001) and self-defeating humor (r = .271, p < .001) were positively associated with networking skills. After controlling for the other humor styles in the regression model, self-defeating humor (β = .275, p < .001) and self-enhancing humor (β = .244, p = .001) positively predicted networking skills, whereas aggressive humor negatively predicted networking skills (β = −.234, p = .002). The four humor styles jointly explained 19.0% of the variance in networking skills (R² = .190). Significant differences among GPA groups were also found in relationship-building and maintenance skills (p = .006) and overall networking skills (p = .026). Students with GPAs ranging from 2.00 to 2.99 scored significantly higher on both outcomes than those with GPAs of 3.26 or above. These findings indicate that humor styles are differently associated with students’ networking skills and should be considered individually when developing initiatives to strengthen networking skills among undergraduates.
Author: Promsri, Chaiyaset
Institution: Rajamangala University of Technology Phra Nakhon
Language: Thai
Subfield: Social Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W7219521804