Schwerdtfeger Andreas, Konermann Leslie, Schönhofen Katja
Department of Psychology, Johannes Gutenberg-University Mainz, Mainz, Germany.
Health Psychol. 2008 May;27(3):358-68. doi: 10.1037/0278-6133.27.3.358.
To examine the psychobiological correlates of self-efficacy in teachers.
Study 1 examined associations between teacher self-efficacy and cardiac activation on a working day and Study 2 assessed the cortisol morning response in teachers with varying levels of teacher self-efficacy.
Teacher self-efficacy was assessed by questionnaire. In Study 1 heart rate, heart rate variability, and locomotor activity were recorded by 22 hours ambulatory monitoring and subjective measures of stress and strain were obtained. Study 2 assessed the cortisol response to awakening to obtain a measure of HPA-axis activation and teachers filled in a questionnaire on physical complaints.
Study 1 found that self-efficacy proved protective for psychological well-being. Moreover, after controlling for locomotor activity, demographic, and lifestyle variables, self-efficacy was associated with elevated heart rate and attenuated heart rate variability during school and leisure time, respectively, but not during the night, thus questioning the health-implications of self-efficacy. Study 2 found that teachers high in self-efficacy exhibited an attenuated cortisol response to awakening and fewer cardiac complaints. The results of both studies are compatible with the view that teacher self-efficacy might act as a physiological toughening agent with possibly favorable health outcomes.
研究教师自我效能感的心理生物学相关因素。
研究1考察了工作日教师自我效能感与心脏激活之间的关联，研究2评估了不同自我效能水平教师的早晨皮质醇反应。
通过问卷调查评估教师自我效能感。在研究1中，通过22小时动态监测记录心率、心率变异性和运动活动，并获取压力和紧张程度的主观测量值。研究2评估了觉醒时的皮质醇反应以衡量下丘脑-垂体-肾上腺（HPA）轴的激活情况，教师填写了一份关于身体不适的问卷。
研究1发现自我效能感对心理健康具有保护作用。此外，在控制了运动活动、人口统计学和生活方式变量后，自我效能感分别与在校期间和休闲时间心率升高以及心率变异性减弱有关，但夜间无关，因此对自我效能感的健康影响提出了质疑。研究2发现自我效能感高的教师觉醒时的皮质醇反应减弱，心脏不适较少。两项研究的结果均与以下观点相符，即教师自我效能感可能作为一种生理强化剂，可能产生有益的健康结果。
