Jander Nora, Hutter Nico, Mueller Thomas, Immerz Anna, Stritt Fiona, Traser Louisa, Spahn Claudia, Richter Bernhard
Freiburg Institute for Musicians' Medicine, University of Music Freiburg, Medical Center and Faculty of Medicine-University of Freiburg, Freiburg Centre for Music Research and Teaching, Elsässerstr. 4 d, 79110 Freiburg, Germany.
Int J Environ Res Public Health. 2025 Jun 27;22(7):1018. doi: 10.3390/ijerph22071018.
Voice disorders occur frequently in schoolteachers. The aim of the present cross-sectional study involving 124 German teachers was to investigate whether singing, voice training, and high self-efficacy are protective factors for vocal health. Furthermore, vocal self-concept was examined as a potential mediator explaining this relationship. Participants were assigned to the cases group if they had a clinically significant finding in voice examinations consisting of video laryngoscopy (VLS), auditory assessment (RBH), and the Voice Handicap Index (VHI) were assigned to the cases group. Psychosocial assessments comprised questions about singing activities and participation in voice training as well as validated questionnaires regarding self-efficacy (LSWS) and vocal self-concept (FESS). Group comparisons and mediation analyses were conducted. Analyses revealed a decreased risk of voice problems for teachers who sing regularly (OR: 0.442, = 0.038). Furthermore, the absence of voice problems was associated significantly with higher self-efficacy ratings (t(113) = 1.71, = 0.045). Both associations were mediated by vocal self-concept ratings (singing: ab = -0.422, 95%-CI [-1.102, -0.037]; self-efficacy: ab = -0.075, 95%-CI [-0.155, -0.022]). Participation in voice training in the past did not reduce the risk of voice problems significantly. The presented data suggest that regular singing and self-efficacy should be promoted in health care and prevention programs. Since no impact of sporadic participation in voice training activities on the occurrence of voice problems was found, efforts regarding the transfer of regular vocal exercises into daily life need to be intensified.
嗓音障碍在学校教师中很常见。本横断面研究涉及124名德国教师，旨在调查唱歌、嗓音训练和高自我效能感是否为嗓音健康的保护因素。此外，嗓音自我概念作为解释这种关系的潜在中介因素进行了研究。如果参与者在包括视频喉镜检查（VLS）、听觉评估（RBH）和嗓音障碍指数（VHI）在内的嗓音检查中有临床显著发现，则被分配到病例组。心理社会评估包括有关唱歌活动和参与嗓音训练的问题，以及关于自我效能感（LSWS）和嗓音自我概念（FESS）的有效问卷。进行了组间比较和中介分析。分析显示，经常唱歌的教师嗓音问题风险降低（OR：0.442， = 0.038）。此外，无嗓音问题与较高的自我效能感评分显著相关（t(113) = 1.71， = 0.045）。这两种关联均由嗓音自我概念评分介导（唱歌：ab = -0.422，95%可信区间[-1.102，-0.037]；自我效能感：ab = -0.075，95%可信区间[-0.155，-0.022]）。过去参与嗓音训练并未显著降低嗓音问题风险。所呈现的数据表明，在医疗保健和预防项目中应促进经常唱歌和自我效能感。由于未发现偶尔参与嗓音训练活动对嗓音问题发生有影响，因此需要加强将常规嗓音练习融入日常生活的努力。
