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코로나19 상황에서 뇌인지신경기반 두뇌집중 바이오피드백 자기조절훈련이 학령기 아동의 충동성, 정서, 학습능력에 미치는 효과

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 nonequiva...

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Published in:Journal of Korean Academy of Psychiatric & Mental Health Nursing (JKPMHN) Vol. 31; no. 2; pp. 111 - 125
Main Authors: 조 영경, 박 완주
Format: pictorial research tables/charts Journal Article
Published: Korean Academy of Psychiatric & Mental Health Nursing Jun2022
Online Access:View this record in EBSCOhost
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      dt: Jun2022
      vid: 31
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      pid: 93726
      pub: Korean Academy of Psychiatric & Mental Health Nursing
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        158134812
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        10.12934/jkpmhn.2022.31.2.111
        158134812
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        atl: 코로나19 상황에서 뇌인지신경기반 두뇌집중 바이오피드백 자기조절훈련이 학령기 아동의 충동성, 정서, 학습능력에 미치는 효과
      aug:
        au:
          조 영경
          박 완주
        affil: 경북대학교 간호대학 강사
      sug:
        subj:
          COVID-19 Pandemic
          Nursing Interventions
          Biofeedback
          Attention In Infancy and Childhood
          Self Regulation In Infancy and Childhood
          Impulsive Behavior In Infancy and Childhood
          Emotional Regulation
          Learning Methods In Infancy and Childhood
          Human
          Female
          Male
          Child
          Nonequivalent Control Group
          Pretest-Posttest Design
          Control Group
          Mann-Whitney U Test
          Wilcoxon Signed Rank Test
          Two-Way Analysis of Variance
          Analysis of Covariance
          Nonparametric Statistics
          Outcome Assessment
          Descriptive Statistics
          Child: 6-12 years
          Female
          Male
      ab: 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), selfregulated 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.
      pubtype: Academic Journal
      doctype:
        pictorial
        research
        tables/charts
        Journal Article
      ougenre: Article
    language: Korean
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