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تأثیر نوروفیدبک با امواج آلفای بالا بر کارکردهای اجرایی دانشجویان دختر دانشگاه کردستان با نشانگان فرسودگی تحصیلی و علایم افسردگی | ||
| روانشناسی بالینی: نوآوریها در پژوهش و عمل | ||
| مقاله 6، دوره 9، شماره 3 - شماره پیاپی 35، آذر 1396، صفحه 55-66 اصل مقاله (1.12 M) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.22075/jcp.2017.10611.1021 | ||
| نویسندگان | ||
| گلاویژ علیزاده1؛ رسول کرد نوقابی* 2؛ خسرو رشید3؛ زلیخا قلی زاده4 | ||
| 1دانشجوی دکتری روانشناسی تربیتی دانشگاه بوعلی سینا، همدان، ایران | ||
| 2دانشیار، گروه روانشناسی تربیتی دانشگاه بوعلی سینا، همدان، ایران | ||
| 3استادیار، گروه روانشناسی تربیتی دانشگاه بوعلی سینا، همدان، ایران | ||
| 4استادیار، گروه علوم اعصاب شناختی دانشگاه کردستان، سنندج، ایران | ||
| تاریخ دریافت: 01 اسفند 1395، تاریخ پذیرش: 03 دی 1396 | ||
| چکیده | ||
| مقدمه: امروزه پژوهشها نشان داده است که کژکاریهای شناختی به ویژه کارکردهای اجرایی در افراد با نشانگان فرسودگی تحصیلی و علایم افسردگی وجود دارد و یکی از مهمترین درمانهای موجود در این زمینه نوروفیدبک است. بنابراین هدف اصلی پژوهش حاضر بررسی تأثیر نوروفیدبک با امواج آلفای بالا بر کارکردهای اجرایی دانشجویان دختر دانشگاه کردستان با نشانگان فرسودگی تحصیلی و علایم افسردگی بود. روش: روش مطالعه نیمه تجربی به صورت پیشآزمون و پسآزمون با گروه کنترل بود. جامعهی آماری این پژوهش شامل کلیهی دانشجویان دختر دانشگاه کردستان در سال تحصیلی 1395-1394 و روش نمونهگیری از نوع داوطلبانه بود. بدین صورت که ابتدا آزمون غربالگری افسردگی بک و فرسودگی تحصیلی ماسلاش در بین دانشجویان دختر 25- 19 ساله توزیع شد و سپس بر اساس نمرهی پرسشنامهها دانشجویانی که از متوسط نمرات در هر دو پرسشنامه برخوردار بودند انتخاب گردیده و از بین افرادی که شرایط ورود به پژوهش حاضر را داشتند 34 نفر برای مشارکت در پژوهش حاضر داوطلب شدند که به صورت گمارش تصادفی در دو گروه آزمایش( 17 نفر) و کنترل(17 نفر) قرار گرفتند و به نسخهی نرمافزاری آزمونهای کارتهای ویسکانسین و استروپ رنگ واژه و آزمون فراخنای حروف ارقام پاسخ دادند. جلسات نوروفیدبک برای گروه آزمایش در آزمایشگاه روانشناسی دانشگاه کردستان و برای هر فرد طی یک دورهی آموزشی 10 جلسهای( هفتهای 2 بار و به مدت 45 دقیقه) انجام شد. پروتکل نوروفیدبک با استفاده از امواج آلفای بالا در ناحیهی پاریتال و اکسیپیتال)نقاطP3, PZ, P4, O1, 02) و نقطهی PZ انجام گرفت که پس از گذشت 3 جلسه دو نفر از اعضای گروه آزمایش از ادامهی همکاری انصراف دادند. پس از اتمام جلسات از هر دو گروه پسآزمون به عمل آمد و دادهها با استفاده از تحلیل کوواریانس چند متغیره تحلیل شدند. یافته ها: نتایج نشان داد که بین گروههای آزمایش و کنترل از لحاظ پسآزمون حافظهی کاری( 001/0> P) و تغییر توجه ( 001/0> P) با کنترل پیشآزمون تفاوت معناداری وجود دارد ولی روش نوروفیدبک تاثیر معناداری بر بازداری پاسخ غالب دانشجویان نداشته است( 05/0< P). نتیجه گیری: یافتههای این پژوهش نشان داد که نوروفیدبک با امواج آلفای بالا بر کارکردهای اجرایی دانشجویان با نشانگان فرسودگی تحصیلی و علایم افسردگی اثرگذار است و از طریق تغییراتی که در سطوح سلولی مغز ایجاد میکند منجر به بهبود عملکرد شناختی افراد میشود. | ||
| کلیدواژهها | ||
| نوروفیدبک؛ امواج آلفای بالا؛ کارکردهای اجرایی؛ نشانگان فرسودگی تحصیلی؛ علایم افسردگی | ||
| عنوان مقاله [English] | ||
| The impact ofupper-alpha neurofeedbacktraining on executive functioning ofKurdistan University female studentswith academic burn-out syndrome and depression symptoms | ||
| نویسندگان [English] | ||
| G Alizadeh,1؛ R Kordnoghabi,2؛ Kh Rashid,3؛ Z. Gholizadeh,4 | ||
| چکیده [English] | ||
| Introduction:Research has shown evidence of cognitive dysfunction especially executive function in persons with academic burn-out syndrome and depressive symptoms. One of the important treatments in this field is neurofeedbacktraining. This study was conducted to examine the impact of upper-alpha neurofeedback training on executive functioning of Kurdistan university female students with academic burn-out syndrome and depression symptoms. Method: A semi-experimental design with pretest-posttest and control and experimental groups wereused. Subjects of study were selected from the Kurdistan university female students in academic year 2015-2016 on a voluntary basis. The 19 to 25 years old students were asked to fillBeck Depression and Maslach Academic Burn-out questionnaires and based on their scores students with average scores in both questionnaires were selected. Among these 34 individuals voluntarily participated in the study and subjects were divided randomly in experimental (n = 17) and control (n = 17) groups before responding to Stroop Color-word, Wisconsin Card-sorting Computer Trials and Letter-Number Span Test. Neurofeedback sessions was administered for the experimental group afterwards in psychology laboratory of Kurdistan University over a period of 10 sessions for every person (2 times a week for 45 minutes). Neurofeedback protocols were using upper-alpha waves in the parietal and occipital areas(P3, PZ, P4, O1, 02)of the sculpture. After three sessions, twomembers of the experimental group dropped. After the end of sessions both groups were assessed and data were analyzed using analysis of covariance and SPSS.18 software. Results:Rresultswere shown a significant difference between the experimental and control groups for the posttest updated working memory (P <0.001) and the shift attention (P <0.001), whereasno significant effect were found on response inhibition (P <0.05) by neurofeedback training. Conclusion: The findings of this study showed that upper-alpha neurofeedback training has significant effect on executive functioning of Kurdistan university girl students with academic burn-out syndrome and depression symptom and through changes that makes in cell's levels of the brain, leads to improve in individuals’ cognitive performance. | ||
| کلیدواژهها [English] | ||
| neurofeedback, Upper alpha, Executive functioning, Academic burn-out syndrome, Depression symptom | ||
| مراجع | ||
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