تأثیر نوروفیدبک با امواج آلفای بالا بر کارکردهای اجرایی دانشجویان دختر دانشگاه کردستان با نشانگان فرسودگی تحصیلی و علایم افسردگی

نوع مقاله: مقاله پژوهشی

نویسندگان

1 دانشجوی دکتری روانشناسی تربیتی دانشگاه بوعلی سینا، همدان، ایران

2 دانشیار، گروه روانشناسی تربیتی دانشگاه بوعلی سینا، همدان، ایران

3 استادیار، گروه روانشناسی تربیتی دانشگاه بوعلی سینا، همدان، ایران

4 استادیار، گروه علوم اعصاب شناختی دانشگاه کردستان، سنندج، ایران

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

موضوعات


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

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