Tonon Iara Guirão, Gomes Nayara Ribeiro, Teixeira Letícia Caldas, Medeiros Adriane Mesquita de
Universidade Federal de Minas Gerais - UFMG - Belo Horizonte (MG), Brasil.
Codas. 2020 Feb 10;32(2):e20180141. doi: 10.1590/2317-1782/20192018141. eCollection 2020.
Describe the self-referred personal behavior profiles of university professors and verify the association of these profiles with the self-assessment of communicative aspects and vocal symptoms.
Study conducted with 334 professors at a public university who responded to an online questionnaire regarding voice use in teaching practice. Personal behavior profile classification was the response variable, which was divided into four types: pragmatic, analytical, expressive and affable. Explanatory variables were vocal self-perception, vocal resources, and communicative aspects. Descriptive data analysis was performed with application of the Pearson's Chi-squared and Fisher's Exact tests.
University professors identified themselves more with the affable and expressive personal behavior profiles. Overall, professors presented good self-perception about vocal and communicative aspects, in addition to having reported few vocal symptoms. Profiles differed for some of the assessed variables, namely, pragmatic professors reported high speech velocity and sporadic eye contact; expressive professors demonstrated self-perception about their voice and strong voice intensity; those in the analytical profile self-reported negative perception about vocal quality, weak voice intensity, poor articulation and rapid speaking rate; the other professors mostly reported voice tiredness symptoms and difficulty projecting the voice.
University professors identify themselves mostly with the affable and expressive profiles. Self-perception analysis of the personal behavior profile in university professors showed the influence of self-reported personality characteristics on communicative skills in the classroom.
描述大学教授自我提及的个人行为特征，并验证这些特征与沟通方面的自我评估及嗓音症状之间的关联。
对一所公立大学的334名教授进行研究，他们通过在线问卷回复了有关教学实践中嗓音使用的情况。个人行为特征分类为应变量，分为四种类型：务实型、分析型、表达型和亲和型。解释变量为嗓音自我认知、嗓音资源和沟通方面。应用Pearson卡方检验和Fisher精确检验进行描述性数据分析。
大学教授更多地将自己归为亲和型和表达型个人行为特征。总体而言，教授们除了报告较少的嗓音症状外，对嗓音和沟通方面有良好的自我认知。在一些评估变量上，不同特征存在差异，即务实型教授报告语速快且眼神接触零散；表达型教授对自己的嗓音有自我认知且嗓音强度大；分析型特征的教授自我报告对嗓音质量的负面认知、嗓音强度弱、发音差和语速快；其他教授大多报告嗓音疲劳症状和声音投射困难。
大学教授大多将自己归为亲和型和表达型特征。对大学教授个人行为特征的自我认知分析表明，自我报告的性格特征对课堂沟通技巧有影响。
