코로나19 상황에서 뇌인지신경기반 두뇌집중 바이오피드백 자기조절훈련이 학령기 아동의 충동성, 정서, 학습능력에 미치는 효과 (Effects of Brain Attention Biofeedback Self-regulation Training Nursing Intervention on Attention, Multidimensional Impulsivity, Emotional Response Intensity, and Self-regulated Learning Ability of Sc)

서지정보

· 발행기관 : 한국정신간호학회
· 수록지 정보 : 정신간호학회지 / 31권 / 2호 / 111 ~ 124페이지
· 저자명 : 조영경, 박완주

초록

Purpose: This study examined the brain attention biofeedback self-regulation training (BABST) effects on attention, multidimensional impulsivity, emotional response intensity, and self-regulated learning ability of school-aged children in the prolonged COVID-19 pandemic. Methods: A pretest-posttest nonequivalent control group design was used. There were 36 school-aged children in the experimental and control groups. The experimental groups received 10 BABSTsessions for 4 weeks. The data were analyzed using the Kolmogorov-Smirnova, Shapiro-Wilk, Mann- Whitney U, Wilcoxon signed-rank, and Quade Two-Way ANCOVA by ranks for non-parametric tests. Results: All the variables showed homogeneity between the two groups except academic stress that was controlled as a covariate. The experimental group ranked significantly higher in attention (F=4.43, p=.043), cognitive impulsivity (F=9.70, p=.004), behavior impulsivity (F=11.21, p=.032), emotional response intensity (F=21.94, p<.001), self- regulated learning ability (F=8.71, p=.006) than the control group. Conclusion: The brain attention biofeedback self-regulation program, as a brain neurocognitive-based nursing intervention, markedly improved attention, impulsivity, emotional response intensity, and self-regulated learning ability in school-aged children.

영어초록

Purpose: This study examined the brain attention biofeedback self-regulation training (BABST) effects on attention, multidimensional impulsivity, emotional response intensity, and self-regulated learning ability of school-aged children in the prolonged COVID-19 pandemic. Methods: A pretest-posttest nonequivalent control group design was used. There were 36 school-aged children in the experimental and control groups. The experimental groups received 10 BABSTsessions for 4 weeks. The data were analyzed using the Kolmogorov-Smirnova, Shapiro-Wilk, Mann- Whitney U, Wilcoxon signed-rank, and Quade Two-Way ANCOVA by ranks for non-parametric tests. Results: All the variables showed homogeneity between the two groups except academic stress that was controlled as a covariate. The experimental group ranked significantly higher in attention (F=4.43, p=.043), cognitive impulsivity (F=9.70, p=.004), behavior impulsivity (F=11.21, p=.032), emotional response intensity (F=21.94, p<.001), self- regulated learning ability (F=8.71, p=.006) than the control group. Conclusion: The brain attention biofeedback self-regulation program, as a brain neurocognitive-based nursing intervention, markedly improved attention, impulsivity, emotional response intensity, and self-regulated learning ability in school-aged children.

참고자료

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