집중 바이오피드백 훈련이 대학생의 생체 집중력 지표, 정서균형, 학업적 지연행동, 문제해결능력에 미치는 효과

초록

Purpose: This study examined the effects of biofeedback training on attention, affect balance, academic delay behavior, and problem-solving ability. Method: A pretest-posttest nonequivalent control group design was used. A total of 64 university students were divided into experimental and control groups. The experimental group received 10 sessions of attention biofeedback training for 4 weeks. The control group received 10 sessions of attention self-training over the same period. The data were analyzed, using descriptive statistics, the Chi-squared test, the independent t-test, and ANCOVA. Result: Attention levels showed homogeneity between the two groups, unlike affect balance, academic delay behavior, and problem-solving ability. Affect balance, academic delay behavior, and problem-solving ability were controlled as covariates. The experimental group demonstrated significantly higher attention(t=9.02, p<.001), affect balance(F=143.77, p<.001) and problem-solving ability(F=63.49, p<.001), and lower academic delay behavior(F=67.77, p<.001) compared to the control group. Conclusion: Biofeedback training markedly improved attention, affect balance, and problem-solving ability, while it decreased academic delay behavior among university students.

키워드