Brief Biofeedback Intervention on Anxious Freshman University Students

Abstract The increasing number of mental health disorders on university students represents a growing problem with negative impact on this population. Stress and anxiety issues are two of most predominant problems in this population and most campus health services have limited resources to face them...
Ausführliche Beschreibung

Gespeichert in:

Autor*in:	Chaló, Paulo [verfasserIn] Pereira, Anabela [verfasserIn] Batista, Patrícia [verfasserIn] Sancho, Luis [verfasserIn]

Format:	E-Artikel
Sprache:	Englisch

Erschienen:	2017

Schlagwörter:	Biofeedback Anxiety Higher education Freshmen students

Übergeordnetes Werk:	Enthalten in: Applied psychophysiology and biofeedback - Dordrecht [u.a.] : Springer Science + Business Media B.V, 1976, 42(2017), 3 vom: 19. Mai, Seite 163-168
Übergeordnetes Werk:	volume:42 ; year:2017 ; number:3 ; day:19 ; month:05 ; pages:163-168

Links:	Volltext

DOI / URN:	10.1007/s10484-017-9361-5

Katalog-ID:	SPR010411682

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allfields	10.1007/s10484-017-9361-5 doi (DE-627)SPR010411682 (SPR)s10484-017-9361-5-e DE-627 ger DE-627 rakwb eng 150 610 ASE 77.99 bkl Chaló, Paulo verfasserin aut Brief Biofeedback Intervention on Anxious Freshman University Students 2017 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Abstract The increasing number of mental health disorders on university students represents a growing problem with negative impact on this population. Stress and anxiety issues are two of most predominant problems in this population and most campus health services have limited resources to face them. Research has provided evidence about biofeedback effectiveness. This study aims to verify the impact of a short duration biofeedback programme on freshmen university students with high levels of anxiety. A sample of 50 first-year students, with scores above percentile of 75 on STAI Y-2 were randomly selected and divided into two groups. Biofeedback Group took a 15 min session per week, over 8 weeks. No intervention was made on Control Group. Both groups were assessed before and after the biofeedback programme, and the results of the Trait Anxiety Scale and the Inventory of Stress for College Students were compared. The Biofeedback Group presented significant decreases in anxiety and stress values. Control Group presented slight and non-significant changes in scores. These results are consistent with previous studies and reinforce the evidence of biofeedback’s programmes as a valid solution to help students to manage their anxiety and stress. Biofeedback (dpeaa)DE-He213 Anxiety (dpeaa)DE-He213 Higher education (dpeaa)DE-He213 Freshmen students (dpeaa)DE-He213 Pereira, Anabela verfasserin aut Batista, Patrícia verfasserin aut Sancho, Luis verfasserin aut Enthalten in Applied psychophysiology and biofeedback Dordrecht [u.a.] : Springer Science + Business Media B.V, 1976 42(2017), 3 vom: 19. Mai, Seite 163-168 (DE-627)320523934 (DE-600)2014916-5 1573-3270 nnns volume:42 year:2017 number:3 day:19 month:05 pages:163-168 https://dx.doi.org/10.1007/s10484-017-9361-5 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER SSG-OLC-PHA GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_206 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2070 GBV_ILN_2086 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2116 GBV_ILN_2118 GBV_ILN_2119 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4012 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 77.99 ASE AR 42 2017 3 19 05 163-168
spelling	10.1007/s10484-017-9361-5 doi (DE-627)SPR010411682 (SPR)s10484-017-9361-5-e DE-627 ger DE-627 rakwb eng 150 610 ASE 77.99 bkl Chaló, Paulo verfasserin aut Brief Biofeedback Intervention on Anxious Freshman University Students 2017 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Abstract The increasing number of mental health disorders on university students represents a growing problem with negative impact on this population. Stress and anxiety issues are two of most predominant problems in this population and most campus health services have limited resources to face them. Research has provided evidence about biofeedback effectiveness. This study aims to verify the impact of a short duration biofeedback programme on freshmen university students with high levels of anxiety. A sample of 50 first-year students, with scores above percentile of 75 on STAI Y-2 were randomly selected and divided into two groups. Biofeedback Group took a 15 min session per week, over 8 weeks. No intervention was made on Control Group. Both groups were assessed before and after the biofeedback programme, and the results of the Trait Anxiety Scale and the Inventory of Stress for College Students were compared. The Biofeedback Group presented significant decreases in anxiety and stress values. Control Group presented slight and non-significant changes in scores. These results are consistent with previous studies and reinforce the evidence of biofeedback’s programmes as a valid solution to help students to manage their anxiety and stress. Biofeedback (dpeaa)DE-He213 Anxiety (dpeaa)DE-He213 Higher education (dpeaa)DE-He213 Freshmen students (dpeaa)DE-He213 Pereira, Anabela verfasserin aut Batista, Patrícia verfasserin aut Sancho, Luis verfasserin aut Enthalten in Applied psychophysiology and biofeedback Dordrecht [u.a.] : Springer Science + Business Media B.V, 1976 42(2017), 3 vom: 19. Mai, Seite 163-168 (DE-627)320523934 (DE-600)2014916-5 1573-3270 nnns volume:42 year:2017 number:3 day:19 month:05 pages:163-168 https://dx.doi.org/10.1007/s10484-017-9361-5 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER SSG-OLC-PHA GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_206 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2070 GBV_ILN_2086 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2116 GBV_ILN_2118 GBV_ILN_2119 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4012 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 77.99 ASE AR 42 2017 3 19 05 163-168
allfields_unstemmed	10.1007/s10484-017-9361-5 doi (DE-627)SPR010411682 (SPR)s10484-017-9361-5-e DE-627 ger DE-627 rakwb eng 150 610 ASE 77.99 bkl Chaló, Paulo verfasserin aut Brief Biofeedback Intervention on Anxious Freshman University Students 2017 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Abstract The increasing number of mental health disorders on university students represents a growing problem with negative impact on this population. Stress and anxiety issues are two of most predominant problems in this population and most campus health services have limited resources to face them. Research has provided evidence about biofeedback effectiveness. This study aims to verify the impact of a short duration biofeedback programme on freshmen university students with high levels of anxiety. A sample of 50 first-year students, with scores above percentile of 75 on STAI Y-2 were randomly selected and divided into two groups. Biofeedback Group took a 15 min session per week, over 8 weeks. No intervention was made on Control Group. Both groups were assessed before and after the biofeedback programme, and the results of the Trait Anxiety Scale and the Inventory of Stress for College Students were compared. The Biofeedback Group presented significant decreases in anxiety and stress values. Control Group presented slight and non-significant changes in scores. These results are consistent with previous studies and reinforce the evidence of biofeedback’s programmes as a valid solution to help students to manage their anxiety and stress. Biofeedback (dpeaa)DE-He213 Anxiety (dpeaa)DE-He213 Higher education (dpeaa)DE-He213 Freshmen students (dpeaa)DE-He213 Pereira, Anabela verfasserin aut Batista, Patrícia verfasserin aut Sancho, Luis verfasserin aut Enthalten in Applied psychophysiology and biofeedback Dordrecht [u.a.] : Springer Science + Business Media B.V, 1976 42(2017), 3 vom: 19. Mai, Seite 163-168 (DE-627)320523934 (DE-600)2014916-5 1573-3270 nnns volume:42 year:2017 number:3 day:19 month:05 pages:163-168 https://dx.doi.org/10.1007/s10484-017-9361-5 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER SSG-OLC-PHA GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_206 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2070 GBV_ILN_2086 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2116 GBV_ILN_2118 GBV_ILN_2119 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4012 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 77.99 ASE AR 42 2017 3 19 05 163-168
allfieldsGer	10.1007/s10484-017-9361-5 doi (DE-627)SPR010411682 (SPR)s10484-017-9361-5-e DE-627 ger DE-627 rakwb eng 150 610 ASE 77.99 bkl Chaló, Paulo verfasserin aut Brief Biofeedback Intervention on Anxious Freshman University Students 2017 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Abstract The increasing number of mental health disorders on university students represents a growing problem with negative impact on this population. Stress and anxiety issues are two of most predominant problems in this population and most campus health services have limited resources to face them. Research has provided evidence about biofeedback effectiveness. This study aims to verify the impact of a short duration biofeedback programme on freshmen university students with high levels of anxiety. A sample of 50 first-year students, with scores above percentile of 75 on STAI Y-2 were randomly selected and divided into two groups. Biofeedback Group took a 15 min session per week, over 8 weeks. No intervention was made on Control Group. Both groups were assessed before and after the biofeedback programme, and the results of the Trait Anxiety Scale and the Inventory of Stress for College Students were compared. The Biofeedback Group presented significant decreases in anxiety and stress values. Control Group presented slight and non-significant changes in scores. These results are consistent with previous studies and reinforce the evidence of biofeedback’s programmes as a valid solution to help students to manage their anxiety and stress. Biofeedback (dpeaa)DE-He213 Anxiety (dpeaa)DE-He213 Higher education (dpeaa)DE-He213 Freshmen students (dpeaa)DE-He213 Pereira, Anabela verfasserin aut Batista, Patrícia verfasserin aut Sancho, Luis verfasserin aut Enthalten in Applied psychophysiology and biofeedback Dordrecht [u.a.] : Springer Science + Business Media B.V, 1976 42(2017), 3 vom: 19. Mai, Seite 163-168 (DE-627)320523934 (DE-600)2014916-5 1573-3270 nnns volume:42 year:2017 number:3 day:19 month:05 pages:163-168 https://dx.doi.org/10.1007/s10484-017-9361-5 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER SSG-OLC-PHA GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_206 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2070 GBV_ILN_2086 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2116 GBV_ILN_2118 GBV_ILN_2119 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4012 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 77.99 ASE AR 42 2017 3 19 05 163-168
allfieldsSound	10.1007/s10484-017-9361-5 doi (DE-627)SPR010411682 (SPR)s10484-017-9361-5-e DE-627 ger DE-627 rakwb eng 150 610 ASE 77.99 bkl Chaló, Paulo verfasserin aut Brief Biofeedback Intervention on Anxious Freshman University Students 2017 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Abstract The increasing number of mental health disorders on university students represents a growing problem with negative impact on this population. Stress and anxiety issues are two of most predominant problems in this population and most campus health services have limited resources to face them. Research has provided evidence about biofeedback effectiveness. This study aims to verify the impact of a short duration biofeedback programme on freshmen university students with high levels of anxiety. A sample of 50 first-year students, with scores above percentile of 75 on STAI Y-2 were randomly selected and divided into two groups. Biofeedback Group took a 15 min session per week, over 8 weeks. No intervention was made on Control Group. Both groups were assessed before and after the biofeedback programme, and the results of the Trait Anxiety Scale and the Inventory of Stress for College Students were compared. The Biofeedback Group presented significant decreases in anxiety and stress values. Control Group presented slight and non-significant changes in scores. These results are consistent with previous studies and reinforce the evidence of biofeedback’s programmes as a valid solution to help students to manage their anxiety and stress. Biofeedback (dpeaa)DE-He213 Anxiety (dpeaa)DE-He213 Higher education (dpeaa)DE-He213 Freshmen students (dpeaa)DE-He213 Pereira, Anabela verfasserin aut Batista, Patrícia verfasserin aut Sancho, Luis verfasserin aut Enthalten in Applied psychophysiology and biofeedback Dordrecht [u.a.] : Springer Science + Business Media B.V, 1976 42(2017), 3 vom: 19. Mai, Seite 163-168 (DE-627)320523934 (DE-600)2014916-5 1573-3270 nnns volume:42 year:2017 number:3 day:19 month:05 pages:163-168 https://dx.doi.org/10.1007/s10484-017-9361-5 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER SSG-OLC-PHA GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_206 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2070 GBV_ILN_2086 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2116 GBV_ILN_2118 GBV_ILN_2119 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4012 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 77.99 ASE AR 42 2017 3 19 05 163-168
language	English
source	Enthalten in Applied psychophysiology and biofeedback 42(2017), 3 vom: 19. Mai, Seite 163-168 volume:42 year:2017 number:3 day:19 month:05 pages:163-168
sourceStr	Enthalten in Applied psychophysiology and biofeedback 42(2017), 3 vom: 19. Mai, Seite 163-168 volume:42 year:2017 number:3 day:19 month:05 pages:163-168
format_phy_str_mv	Article
institution	findex.gbv.de
topic_facet	Biofeedback Anxiety Higher education Freshmen students
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container_title	Applied psychophysiology and biofeedback
authorswithroles_txt_mv	Chaló, Paulo @@aut@@ Pereira, Anabela @@aut@@ Batista, Patrícia @@aut@@ Sancho, Luis @@aut@@
publishDateDaySort_date	2017-05-19T00:00:00Z
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author	Chaló, Paulo
spellingShingle	Chaló, Paulo ddc 150 bkl 77.99 misc Biofeedback misc Anxiety misc Higher education misc Freshmen students Brief Biofeedback Intervention on Anxious Freshman University Students
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title_sort	brief biofeedback intervention on anxious freshman university students
title_auth	Brief Biofeedback Intervention on Anxious Freshman University Students
abstract	Abstract The increasing number of mental health disorders on university students represents a growing problem with negative impact on this population. Stress and anxiety issues are two of most predominant problems in this population and most campus health services have limited resources to face them. Research has provided evidence about biofeedback effectiveness. This study aims to verify the impact of a short duration biofeedback programme on freshmen university students with high levels of anxiety. A sample of 50 first-year students, with scores above percentile of 75 on STAI Y-2 were randomly selected and divided into two groups. Biofeedback Group took a 15 min session per week, over 8 weeks. No intervention was made on Control Group. Both groups were assessed before and after the biofeedback programme, and the results of the Trait Anxiety Scale and the Inventory of Stress for College Students were compared. The Biofeedback Group presented significant decreases in anxiety and stress values. Control Group presented slight and non-significant changes in scores. These results are consistent with previous studies and reinforce the evidence of biofeedback’s programmes as a valid solution to help students to manage their anxiety and stress.
abstractGer	Abstract The increasing number of mental health disorders on university students represents a growing problem with negative impact on this population. Stress and anxiety issues are two of most predominant problems in this population and most campus health services have limited resources to face them. Research has provided evidence about biofeedback effectiveness. This study aims to verify the impact of a short duration biofeedback programme on freshmen university students with high levels of anxiety. A sample of 50 first-year students, with scores above percentile of 75 on STAI Y-2 were randomly selected and divided into two groups. Biofeedback Group took a 15 min session per week, over 8 weeks. No intervention was made on Control Group. Both groups were assessed before and after the biofeedback programme, and the results of the Trait Anxiety Scale and the Inventory of Stress for College Students were compared. The Biofeedback Group presented significant decreases in anxiety and stress values. Control Group presented slight and non-significant changes in scores. These results are consistent with previous studies and reinforce the evidence of biofeedback’s programmes as a valid solution to help students to manage their anxiety and stress.
abstract_unstemmed	Abstract The increasing number of mental health disorders on university students represents a growing problem with negative impact on this population. Stress and anxiety issues are two of most predominant problems in this population and most campus health services have limited resources to face them. Research has provided evidence about biofeedback effectiveness. This study aims to verify the impact of a short duration biofeedback programme on freshmen university students with high levels of anxiety. A sample of 50 first-year students, with scores above percentile of 75 on STAI Y-2 were randomly selected and divided into two groups. Biofeedback Group took a 15 min session per week, over 8 weeks. No intervention was made on Control Group. Both groups were assessed before and after the biofeedback programme, and the results of the Trait Anxiety Scale and the Inventory of Stress for College Students were compared. The Biofeedback Group presented significant decreases in anxiety and stress values. Control Group presented slight and non-significant changes in scores. These results are consistent with previous studies and reinforce the evidence of biofeedback’s programmes as a valid solution to help students to manage their anxiety and stress.
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title_short	Brief Biofeedback Intervention on Anxious Freshman University Students
url	https://dx.doi.org/10.1007/s10484-017-9361-5
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author2	Pereira, Anabela Batista, Patrícia Sancho, Luis
author2Str	Pereira, Anabela Batista, Patrícia Sancho, Luis
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doi_str	10.1007/s10484-017-9361-5
up_date	2024-07-03T15:57:23.354Z
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