Purpose
Compare vocal symptoms and emotional features in groups of teachers and non-teachers with low and high anxiety.
Methods
A total of 93 male and female participants aged between 18 and 59 years participated in the study and were divided into four groups: teachers with low anxiety, teachers with high anxiety, non-teachers with low anxiety, and non-teachers with high anxiety. Vocal parameters were measured by the instruments Vocal Signs and Symptoms Questionnaire, Voice-Related Quality of Life, Voice Handicap Index; and recorded speech and sustained vowels from the Visual Analog Scale were assessed by three speech-language pathologists. To assess emotional parameters, the Self-Report Questionnaire and the State-Trait Anxiety Inventory were used.
Results
Groups with high anxiety reported high levels of stress and depression symptoms, and teachers had symptoms that were more emotional. Teachers with high anxiety expressed a greater number of vocal symptoms, greater impairment of voice quality of life, greater overall change in voice quality, and higher voice handicap index when compared with the other groups.
Conclusion
Individuals with high anxiety displayed more emotional symptoms related to voice and vocal quality of life, especially if the voice was a work instrument, such as for teachers.
Speech; language and hearing sciences; Voice; Emotions; Anxiety; Faculty; Dysphonia