Abstract
ObjectivesTeaching 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.MethodsThe 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.ResultsCompared 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.ConclusionsThese 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.
Highlights
Teaching is connected to being exposed, daily in front of students and at times when presenting class activities during teacher–parent conferences
Given several recent reports indicating an association between theater-based improvisation training and diminished social anxiety (Casteleyn 2019; Felsman et al 2018; Krueger et al 2017), this study aimed to investigate whether improvisation mitigates social stress among student teachers
Independent sample t-tests and the Mann–Whitney U test for all baseline measures identified no mean differences (p > 0.05 for all), indicating that the intervention and control groups did not differ before the intervention
Summary
Teaching is connected to being exposed, daily in front of students and at times when presenting class activities during teacher–parent conferences. Social stress has been extensively studied using the Trier Social Stress Test (TSST), a highly standardized procedure capable of inducing an acute social-evaluative threat condition in the laboratory environment (Kirschbaum et al 1993). The stress induction of TSST consists of 1) uncontrollability since the test condition is novel and the participant only partially knows what to expect and 2) a social-evaluative threat since the participant is led to believe that her/his highly personal qualities (assertiveness and nonverbal behavior) during the tasks will be evaluated (Dickerson et al 2004; Frisch et al 2015). Collecting psychological, physiological, and endocrine responses during this preparatory phase reveals further information about the anticipatory anxiety of public speaking (Boehme et al 2014; Gonzalez-Bono et al 2002; Lorberbaum et al 2004)
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
