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Julie Aitken Schermer
Management and Organizational Studies, Department of Psychology, Faculty of Social Science, University of Western Ontario, London, ON, Canada
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Radosław Rogoza
Institute of Psychology, Cardinal Stefan Wyszyński University, Warsaw, Poland
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Marija Branković
Department of Psychology, Faculty of Media and Communications, Singidunum University, Belgrade, Serbia
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Oscar Oviedo-Trespalacios
Delft University of Technology, Faculty of Technology, Policy and Management, Section of Safety and Security Science, Delft, The Netherlands
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Tatiana Volkodav
Department of Pedagogy and Psychology, Kuban State University, Krasnodar, Russian Federation
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Truong Thi Khanh Ha
Faculty of Psychology, University of Social Sciences and Humanities, Vietnam National University, Hanoi, Vietnam
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Maria Magdalena Kwiatkowska
Institute of Psychology, Cardinal Stefan Wyszyński University, Warsaw, Poland
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Eva Papazova
Institute for Research in Education, Sofia, Bulgaria
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Joonha Park
School of Management, NUCB Business School, Nagoya, Japan
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Christopher Marcin Kowalski
Management and Organizational Studies, Department of Psychology, Faculty of Social Science, University of Western Ontario, London, ON, Canada
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Marta Doroszuk
Centre for Social Cognitive Studies, Jagiellonian University, Krakow, Poland
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Dzintra Iliško
Institute of Humanities and Social Sciences, Center of Sustainable Education, University of Daugavpils, Daugavpils, Latvia
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Sadia Malik
Department of Psychology, University of Sargodha, Sargodha, Pakistan
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Samuel Lins
Laboratory of Social Psychology, Center for Psychology, University of Porto, Porto, Portugal
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Ginés Navarro-Carrillo
Department of Psychology, University of Jaén, Jaén, Spain
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Jorge Torres-Marín
Department of Research Methods in Behavioral Sciences, University of Granada, Granada, Spain
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Anna Wlodarczyk
Escuela de Psicología, Universidad Católica del Norte, Antofagasta, Chile
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Sibele D. Aquino
Department of Psychology, Pontificia Universidade Catolica do Rio de Janeiro, Rio de Janeiro, Brazil
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Georg Krammer
Institute for Educational Sciences, University College of Teacher Education Styria, Graz, Austria
Abstract
The relationships between self-report loneliness and the four humor styles of affiliative, aggressive, self-defeating, and self-enhancing were investigated in 15 countries (N = 4,701). Because loneliness has been suggested to be both commonly experienced and detrimental, we examine if there are similar patterns between humor styles, gender, and age with loneliness in samples of individuals from diverse backgrounds. Across the country samples, affiliative and self-enhancing humor styles negatively correlated with loneliness, self-defeating was positively correlated, and the aggressive humor style was not significantly related. In predicting loneliness, 40.5% of the variance could be accounted. Younger females with lower affiliative, lower self-enhancing, and higher self-defeating humor style scores had higher loneliness scores. The results suggest that although national mean differences may be present, the pattern of relationships between humor styles and loneliness is consistent across these diverse samples, providing some suggestions for mental health promotion among lonely individuals.
