Overall, class clown behaviors are more frequent among those lower in temperance strengths (in particular prudence) (Hypothesis 1), but high in life of pleasure and humor (Hypothesis 2). This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). 3. doi: 10.1027/1015-5759/a000133, Keywords: class clown, character strengths, VIA-Youth, signature strengths, life satisfaction, positive psychology, Citation: Ruch W, Platt T and Hofmann J (2014) The character strengths of class clowns. The sample size was estimated on the basis of prior studies that allowed to expect on average a 10% prevalence of class clowns. Class clown behaviors will be shown for entertainment and fun and are meant to amuse. The “class clown” is better conceptualized as continuous rather than categorical and as multi- rather than unidimensional. The “disruptive rule breaker” is the visible opponent of the teacher; he or she does not take seriously what the teachers say, dismisses what is said to be important, pokes fun what that the teacher says or does and undermines his authority. However, humor in an inappropriate setting may also lead to negative consequences, and thus overall detrimental to well-being. The convergence with being a class clown in the self-rating is significant (p < 0.05) but does not exceed 0.35. Read Next. A total score is computed by averaging all items to indicate how strongly students display class clown behavior. This demonstrates that not all teachers see the student alike; either some raise a false alarm or others do not see the class clown behaviors, or the students only behave like a class clown with certain teachers. If you’re a middle school teacher, bless your heart, you can probably do the same. Figure 3. Here are the nine characteristics that prove you were the class clown in school -- and a good one at that. Discover (and save!) Generally the school setting will favor strengths like perseverance, love of learning, prudence, self-regulation, teamwork and social intelligence (Weber and Ruch, 2012; Weber et al., submitted) and students having these strengths among their signature strengths will thrive in this context more easily than those who don't. I've read elsewhere that this is also the sort of personality development that high-functioning sociopaths often go through. Am. The scree-test suggested the retention of four factors, which explained 63.79% of the variance. This procedure was repeated for all solutions up to the fifth factor, which produced factors that did not have enough meaningful markers anymore. Being classy has nothing to do with luxuries and fancy clothes and jewelry. The rule breaker is lower in life of engagement. But they were also rated as engaging in more aggressive, disruptive and antisocial behaviors. There were 13.1% of the children higher than 3.5 (the scale midpoint) and 5.4% were higher than 4.0 (“tend to agree to the behaviors”). Being classy has nothing to do with luxuries and fancy clothes and jewelry. ^Separate factor analyses were computed for boys and girls and the factor structures turned out to be highly similar. That’s why they’re so entertaining. [Epub ahead of print]. Also in the present study the different estimations of the frequency of class clowns assume the number to be low and vary around 10% (teachers nomination: 11%, self-report: 13%, total score > 3.5: 13%, total score > 4: 5%). The low correlation with the humor scale requires some further discussion. In the history of personality research types often disappeared once measurement started as one often found that there are no pure types (but gradual differences within the proposed types) and the behaviors associated to types turned out to be multidimensional. I was "the smart kid" during primary school, and when middle school began, at around age 12 or 13, I found that the social pecking order changed and being the smart kid didn't matter so much anymore in terms of how others perceived you. The younger participants tended to identify as the class clown more often than the older while the comic talents were more prevalent among the older. These are commonly called “class clowns.” Students that take on this role may disrupt class with their jokes and wisecracks, may make silly noises or pull weird faces, bump into imaginary walls, copy the teacher behind their back, and may make wild comments that gets the whole class laughing uproariously. Next, the first unrotated principal component and the four class clown factors were correlated with demographic variables, the five strengths factors and the 24 individual strengths. She knows what she possesses but she doesn’t show off. The outcome depends on the measurement used, the boundaries are blurry and do not allow for a clear cut-off score, and there is a lot of variance within both groups. The class clowns did tend to have plenty of friends, and their peers perceived them to have high social status. These individuals poke fun at things the teacher says, disregard rules and laugh at them. We propose that not only classroom behaviors are used to predict who is nominated as a class clown, but also more general characteristics of a student, such as his or her character could be used to predict dimensions of class clown behaviors. 27, 195–121. The Students' Life Satisfaction Scale (SLSS; Huebner, 1991) in a German version by Weber et al. We propose that next to the person-centered type approach (i.e., identifying who is a class clown and who is not) a variable-centered approach (i.e., describing the behaviors that class clowns exhibit and study their dimensionality) should be pursued. Fortunately, the world has a privilege of knowing some of these classy women like Angelina Jolie, Ellen DeGeneres, Oprah Winfrey, Michelle Obama and many more. doi: 10.1007/s10902-004-1278-z. Individuals with humor among the top five strengths were separated from those that did not have humor as signature strength. 29, 891–909. Third, strengths should be in balance and the combination of strengths might be a fruitful venue of study. There were 85 who answered affirmatively to both questions (i.e., that they were the class clowns and that others would think that they were a class clown). Indeed, the dimensional self-report approach proposed in the present article can be seen as a valuable complement to the person-centered type approach based on teacher or peer nominations as it replicates insights from the latter but goes beyond it. At the second level of analysis, this general factor may be split up into four correlated components, namely the “Identified as a class clown,” “Comic talent,” “Disruptive rule breaker” and the “Subversive joker.” Factor 1 (i.e., being identified as a class clown) describes that pupils have adopted the role of a class clown. Analyses of teacher perceptions of students yielded that class clowns were significantly higher than non-clowns on asserting behaviors (i.e., speaking up and actively participating in class), attention seeking, unruliness, leadership, and cheerfulness, but lower in “accomplishing.” Class clowns themselves reported less positive attitudes toward the school authorities (i.e., teacher and principal) but there was no difference in their attitude toward classmates, the school in general, and the self. Before continuing with this research it seem of interest to make a few adjustments. Encouraging other students to also break rules and challenge authority. There are different types of well-being. In general humor serves a variety of functions (e.g., it manages relationships, it buffers stress, it energizes, it helps influencing) and some of these are highly relevant at school. This analysis disregards the level of strengths but looks at the order of strengths for each individual. Next, two factors were extracted, rotated according to the Oblimin criterion, and the factor scores were saved.

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