Objectives
Teaching involves multiple performance situations, potentially causing psychosocial stress. Since the theater-based improvisation method is associated with diminished social stress, we investigated whether improvisation lessened student teachers’ stress responses using the Trier Social Stress Test (TSST; preparatory phase, public speech, and math task). Moreover, we studied the influence of interpersonal confidence (IC) – the belief regarding one’s capability related to effective social interactions – on stress responses.

Methods
The intervention group ( n  = 19) received a 7-week (17.5 h) improvisation training, preceded and followed by the TSST. We evaluated experienced stress using a self-report scale, while physiological stress was assessed before (silent 30-s waiting period) and during the TSST tasks using cardiovascular measures (heart rate, heart rate variability [HRV]), electrodermal activation, facial electromyography (f-EMG), and EEG asymmetry. Hypothalamus-pituitary-adrenal (HPA-axis) reactivity was assessed through repeated salivary cortisol sampling.

Results
Compared to the control group ( n  = 16), the intervention group exhibited less f-EMG activity before a public speech and higher HRV before the math task. The low IC intervention subgroup reported significantly less stress during the math task. The controls showed a decreased heart rate before the math task, and controls with a low IC exhibited higher HRV during the speech. Self-reported stress and cortisol levels were positively correlated during the post-TSST preparatory phase.

Conclusions
These findings suggest that improvisation training might diminish stress levels, specifically before a performance. In addition, interpersonal confidence appears to reduce stress responses. The decreased stress responses in the control group suggest adaptation through repetition.



中文翻译：

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即席训练对特里尔社会压力测试中学生教师的行为，神经内分泌和心理生理反应的影响

目标
教学涉及多种表现情况，可能会导致心理压力。由于基于剧院的即兴创作方法与减轻社会压力相关，因此我们使用特里尔社交压力测试（TSST；准备阶段，公开演讲和数学任务）调查了即兴创作是否减轻了学生教师的压力反应。此外，我们研究了人际信任（IC）–对与有效社交互动相关的能力的信念–对压力反应的影响。

方法
干预组（ n  = 19）接受了为期7周（17.5小时）的即兴培训，然后进行了TSST。我们使用自我报告量表评估了经历的压力，同时在之前（静默30秒的等待时间）和在TSST任务期间使用心血管指标（心率，心率变异性[HRV]），皮肤电激活，面部肌电图评估了生理压力（f-EMG）和EEG不对称。下丘脑-垂体-肾上腺（HPA轴）反应性通过反复唾液皮质醇取样评估。

结果
相比于对照组（ Ñ  = 16），干预组在公开演讲之前表现出较少的f-EMG活动，在数学任务之前表现出较高的HRV。低IC干预分组报告在数学任务期间的压力明显减少。控件在执行数学任务之前显示出降低的心率，而具有较低IC的控件在演讲期间显示出较高的HRV。在TSST后的准备阶段，自我报告的压力和皮质醇水平呈正相关。

结论
这些发现表明，即兴训练可以减轻压力水平，特别是在表演之前。此外，人际信任似乎可以减少压力反应。对照组的压力反应降低表明通过重复进行适应。