ABSTRACT
The purpose of this study was to investigate the relationship between instructor pilot behavior and student pilot stress. Six instructor pilots and 12 undergraduate pilot training students served as subjects. Two students were assigned to each instructor. Ten categories of instructor pilot behavior were coded from audio cassette tapes made during four sorties from the initial instrument phase of undergraduate pilot training in the T-50 Instrument Flight Simulator. Behaviors were tallied and converted to a rate per minute; inter-recorder agreement was 87%. Instructors who relied heavily on acceptance and praise behaviors were placed in a positive group (N = 4), while those relying on criticism and scolding were placed in a negative group (N = 2). Student stress was estimated from timed urine samples used to quantify catecholamine excretion. Results indicated that missions in the T-50 Instrument Flight Simulator produced a significant stress response in the subjects and that the stress response was greater in lessons taught by the instructor pilots in the negative group.
