Glaser R, Kiecolt-Glaser J K, Bonneau R H, Malarkey W, Kennedy S, Hughes J
Department of Medical Microbiology and Immunology, Ohio State University College of Medicine, Columbus 43210.
Psychosom Med. 1992 Jan-Feb;54(1):22-9. doi: 10.1097/00006842-199201000-00005.
Each of a series of three hepatitis B (Hep B) inoculations was given to 48 second-year medical students on the 3rd day of a 3-day examination series to study the effect of academic stress on the ability to generate an immune response to a primary antigen. Those students who seroconverted after the first injection (25%) were significantly less stressed and anxious than those who did not seroconvert at that time. In addition, students who reported greater social support demonstrated a stronger immune response to the vaccine at the time of the third inoculation, as measured by antibody titers to Hep B surface antigen (HBsAg) and the blastogenic response to a HBsAg peptide (SAg).
在为期三天的考试期间的第3天，给48名二年级医学生进行了一系列三次乙肝（Hep B）接种，以研究学业压力对针对初级抗原产生免疫反应能力的影响。首次注射后血清转化的学生（25%）比当时未发生血清转化的学生压力和焦虑程度明显更低。此外，报告获得更多社会支持的学生在第三次接种时对疫苗表现出更强的免疫反应，这通过乙肝表面抗原（HBsAg）抗体滴度以及对HBsAg肽（SAg）的增殖反应来衡量。
