Preservice teachers' attitudes toward pedagogical humour: the role of physical activity, sociodemographic factors, and academic discipline.

In contrast, for the CCM subscale, the difference approached significance ( p =.064) but did not reach statistical significance.

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However, while women obtained higher scores in ELI (d = 0.74; η2 = 0.01) and CCM (d = 0.72; η2 = 0.003), these differences did not reach statistical significance. Additionally, female and male participants who did not engage in regular physical activity had lower mean scores than their physically active counterparts.

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