Reducing Anxiety and Improving Academic Performance Through a Biofeedback Relaxation Training Program
Reducing Anxiety and Improving Academic Performance Through a Biofeedback Relaxation Training Program
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DOI：
10.1007/s10484-017-9367-z
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发表时间：
2017-09-01
影响因子：
3
通讯作者：
Aliri, Jone
中科院分区：
文献类型：
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作者：
Aritzeta, Aitor;Soroa, Goretti;Aliri, Jone
本研究旨在分析生物反馈放松训练对焦虑和学业成绩的影响。该计划包括五个生物反馈课程，再加上三个训练活动，重点是深呼吸，引导图像和肌肉放松。参与者是来自巴斯克地区大学（UPV/EHU，北方西班牙）的二年级心理学本科生。实验组包括152名学生（M（年龄）= 19.6，SD = 0.74; 74%为女性），对照组包括81名学生（M（年龄）= 19.4，SD = 0.92; 71%为女性）。结果显示，在参与该计划后，实验组的学生焦虑水平较低，学习成绩有所提高。此外，与对照组相比，他们在焦虑方面得分较低，在学习成绩方面得分较高。这表明，在教育环境中纳入生物反馈培训计划可能是减少焦虑和提高学习成绩的一种方法。它也可以加深我们对心理生理，认知和情感过程之间动态相互作用的理解。
The aim of this study was to analyze the influence of a biofeedback relaxation training program on anxiety and academic performance. The program consisted of five biofeedback sessions coupled with three training activities focused on deep breathing, guided imagery, and muscle relaxation. The participants were second-year psychology undergraduates from the University of the Basque Country (UPV/EHU, northern Spain). The experimental group comprised 152 students (M (age) = 19.6, SD = 0.74; 74% women) and the control group 81 students (M (age) = 19.4, SD = 0.92; 71% women). Results showed that after participating in the program, students in the experimental group had lower levels of anxiety and increased academic performance. Furthermore, they scored lower on anxiety and higher on academic performance in comparison with the control subjects. This suggests that the inclusion of biofeedback training programs in educational contexts could be a way of reducing anxiety and improving academic performance. It may also deepen our understanding of the dynamic interplay between psychophysiological, cognitive, and emotional processes.