Titulo:
Relación entre la autoeficacia y la atención medida mediante QEEG entre estudiantes de la IUE
.
Sumario:
La autoeficacia está relacionada con los juicios propios y creencias que una persona tiene sobre sí misma; no es suficiente con alcanzar metas, es necesario creerse capaz de planear, organizar y ejecutar tareas para alcanzarlas. En este estudio, indagamos si la atención tiene un papel relevante en la autoeficacia. Los participantes fueron estudiantes de la IUE (N=25), con edades entre 18 y 40 años. Firmaron el consentimiento informado y llenaron: la Escala de Autoeficacia General (EAG), Dígitos y Símbolos (DS), el Test Breve de Atención (BTA); se registró la relación Theta-Beta (TBR) mediante EEG en los puntos C3-C4 de la corteza cerebral. Los resultados fueron: EAG media fue 31.56 (SD=4.5) (máx. 40 puntos), DS puntaje directo promedio 45.1... Ver más
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metarevistapublica_unisanbuenaventura_internationaljournalofpsychologicalresearch_21-article-7255 |
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ojs |
| institution |
UNIVERSIDAD DE SAN BUENAVENTURA |
| thumbnail |
https://nuevo.metarevistas.org/UNIVERSIDADDESANBUENAVENTURA_COLOMBIA/logo.png |
| country_str |
Colombia |
| collection |
International Journal of Psychological Research |
| title |
Relación entre la autoeficacia y la atención medida mediante QEEG entre estudiantes de la IUE |
| spellingShingle |
Relación entre la autoeficacia y la atención medida mediante QEEG entre estudiantes de la IUE Lopez Rios, Edgar autoeficacia relación theta-beta QEEG control atencional Self-efficacy attention control QEEG theta-to-beta ratio |
| title_short |
Relación entre la autoeficacia y la atención medida mediante QEEG entre estudiantes de la IUE |
| title_full |
Relación entre la autoeficacia y la atención medida mediante QEEG entre estudiantes de la IUE |
| title_fullStr |
Relación entre la autoeficacia y la atención medida mediante QEEG entre estudiantes de la IUE |
| title_full_unstemmed |
Relación entre la autoeficacia y la atención medida mediante QEEG entre estudiantes de la IUE |
| title_sort |
relación entre la autoeficacia y la atención medida mediante qeeg entre estudiantes de la iue |
| description |
La autoeficacia está relacionada con los juicios propios y creencias que una persona tiene sobre sí misma; no es suficiente con alcanzar metas, es necesario creerse capaz de planear, organizar y ejecutar tareas para alcanzarlas. En este estudio, indagamos si la atención tiene un papel relevante en la autoeficacia.
Los participantes fueron estudiantes de la IUE (N=25), con edades entre 18 y 40 años. Firmaron el consentimiento informado y llenaron: la Escala de Autoeficacia General (EAG), Dígitos y Símbolos (DS), el Test Breve de Atención (BTA); se registró la relación Theta-Beta (TBR) mediante EEG en los puntos C3-C4 de la corteza cerebral.
Los resultados fueron: EAG media fue 31.56 (SD=4.5) (máx. 40 puntos), DS puntaje directo promedio 45.16 (SD=8.6) (máx. 120 puntos), BTA total promedio 9.4 (SD=3.31) (máx. 20 puntos), TBR C3 ojos abiertos media 5.5 (SD=1.7), TBR C4 ojos abiertos media 5.2 (SD=2). Se encontró una correlación negativa entre la TBR C4 ojos abiertos y el resultado de la prueba Dígitos y Símbolos DS el cual fue estadísticamente significativo usando la correlación de Spearman (-.529); pero no hubo correlación significativa entre la autoeficacia EAG y las tres medidas de la atención (DS, BTA, QEEG).
La conclusión de este estudio es que no hay una relación estadísticamente significativa entre alta autoeficacia y un alto nivel de atención; mientras que, si se encontró una correlación negativa significativa entre la prueba DS y las medidas QEEG, que indica que la técnica neurofisiológica de medición atencional está relacionada con la psicométrica.
|
| description_eng |
Self-efficacy is related to the judgments and beliefs that a person has about him or her own capability to achieve goals, in which she or he also needs to be able of planning, organizing, and executing tasks to achieve that milestone. In this study, we are investigating if attention has a relevant role in self-efficacy.
The participants were students at Institución Universitaria de Envigado (N = 25), aged between 18 and 40 years old. They filled out the informed consent, the General Self-Efficacy Scale (GSS), Digits and Symbols (DS), the Brief Attention Test (BTA), and the Theta-Beta ratio (TBR) using EEG at points C3-C4 of the cerebral cortex.
The results were as follows: mean GSS, 31.56 (SD=4.5) (max. 40 points); mean DS direct score, 45.16 (SD=8.6) (max. 120 points); mean total BTA, 9.4 (SD = 3.31) (max. 20 points); mean TBR C3 eyes open, 5.5 (SD = 1.7); TBR C4 eyes open, 5.2 (SD = 2). A negative correlation was found between the TBR C4 eyes open and the result of the Digits and Symbols DS test, which was statistically significant, using Spearman correlation, (-.529); however, there was no significant correlation between GSS self-efficacy and the three measures of attention (DS, BTA, QEEG)
The conclusion of this study is that there is no clear statistically significant relationship between high self-efficacy and a high level of attention. However, a significant negative correlation was found between the DS test and the QEEG measures, which indicates that the neurophysiological technique of attentional measurement is related to the psychometric measurement.
|
| author |
Lopez Rios, Edgar |
| author_facet |
Lopez Rios, Edgar |
| topicspa_str_mv |
autoeficacia relación theta-beta QEEG control atencional |
| topic |
autoeficacia relación theta-beta QEEG control atencional Self-efficacy attention control QEEG theta-to-beta ratio |
| topic_facet |
autoeficacia relación theta-beta QEEG control atencional Self-efficacy attention control QEEG theta-to-beta ratio |
| citationvolume |
17 |
| citationissue |
2 |
| citationedition |
Núm. 2 , Año 2024 : Interdisciplinary Approaches for Human Cognition: Expanding Perspectives on the Mind |
| publisher |
Universidad San Buenaventura - USB (Colombia) |
| ispartofjournal |
International Journal of Psychological Research |
| source |
https://revistas.usb.edu.co/index.php/IJPR/article/view/7255 |
| language |
Inglés |
| format |
Article |
| rights |
info:eu-repo/semantics/openAccess http://purl.org/coar/access_right/c_abf2 This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License. http://creativecommons.org/licenses/by-nc-nd/4.0 |
| references_eng |
Angelidis, A., van der Does, W., Schakel, L., & Putman, P. (2016). Frontal EEG theta/beta ratio as an electrophysiological marker for attentional control and its test-retest reliability. Biological Psychology, (121), 49–52. Arango, J. C. (2015). Neuropsicología en Colombia: datos normativos, estado actual y retos a futuro. Universidad Autónoma de Manizales. Baird, L. (1985). Do grades and tests predict adult accomplishment? Res High Educ, 3-85. Bandura, A. (1997). Self-efficacy: The exercise of control. Freeman. Bentley, P., & Cashwell, C. (September de 2009). Mindfulness and Counseling Self-Efficacy: The Mediating Role of Attention and Empathy. Counselor Education & Supervision, 49. Bloch, M., & Qawasmi, A. (2011). Omega-3 fatty acid supplementation for the treatment of children with attention-deficit/hyperactivity disorder symptomatology: systematic review and meta-analysis. J Am Acad Child Adolesc Psychiatry, 50(10), 991–1000. https://doi.org/10.1016/j.jaac.2011.06.008 Boswell, S. S. (2012). “I deserve success”: Academic entitlement attitudes and their relationships with course self-efficacy, social networking, and demographic variables. Social Psychology of Education, 15, 353-365. https://doi.org/10.1007/s11218-012-9184-4 Budzynski, T., Budzinski, H., Evans, J., & Abarbanel, A. (Edits.). (2008). Introduction to Quantitative EEG and Neurofeedback (2nd ed.). Academic Press. Capri, B., Ozkendir, O. M., Ozkurt, B., & Karakus, F. (2012). General Self-Efficacy beliefs, Life Satisfaction and Burnout of University Students. Procedia - Social and Behavioral Sciences, 47, 968-973. https://doi.org/10.1016/j.sbspro.2012.06.765 Cho, E., Roberts, G. J., Capin, P., Roberts, G., Miciak, J., & Vaughn, S. (2015). Cognitive Attributes, Attention, and Self-Efficacy of Adequate and Inadequate Responders in a Fourth Grade Reading Intervention. Learning Disabilities Research & Practice (Wiley-Blackwell), 30(4), 159–170. Cid, P., Orellana, A., & Barriga, O. (2010). Validación de la escala de autoeficacia general en Chile. Revista Médica de Chile, 551-557. Coetzer, G. H., Hanson, B., & Trimble, R. (2009). The Mediating Influence of Role Stress on the Relationship between Adult Attention Deficit and Self-Efficacy. Journal of Business & Management, 15(2), 111–128. Demos, J. (2005). Getting started with Neurofeedback. New York: W. W. Norton & Company. Grant, A. (11 de 12 de 2018). En qué se equivocan los estudiantes que persiguen la nota más alta. New York Times. https://www.nytimes.com/es/2018/12/11/espanol/opinion/obsesion-calificaciones.html Harris, S., Hundley, G., & Lambie, G. (2019). The Effects of Neurofeedback on Depression, Anxiety, and Academic Self-Efficacy, Journal of College Student Psychotherapy. Journal of College Student Psychotherapy, 35(1), 15–29. https://doi.org/10.1080/87568225.2019.1606689 Heaney, R. (2003). Long-latency deficiency disease: insights from calcium and vitamin D. Am J Clin Nutr, 78(5), 912–19. https://doi.org/10.1093/ajcn/78.5.912 Hibbeln, J., & Gow, R. (2014). Omega-3 fatty acid and nutrient deficits in adverse neurodevelopment and childhood behaviors. Child Adolesc Psychiatr Clin N Am, 23(3), 555–90. https://doi.org/10.1016/j.chc.2014.02.002 Hyman, M. (2018). Food. Little, Brown and Company. Lubar, J. F., Swartwood, M. O., & Swartwood, J. N. (1995). Quantitative EEG and auditory event-related potentials in the evaluation of attention-deficit/hyperactivity disorder: Effects of methyphenidate and implications for neurofeedback training. Journal of Psychoeducational Assessment, 143-160. Mackinnon, D. W. (1962). The nature and nurture of creative talent. American Psychologist, 17(7), 484-495. Major, A., Marinussen, R., & Wiener, J. (2013). Self-efficacy for self-regulated learning in adolescents with and without attention deficit hyperactivity disorder (ADHD). Learning and Individual Differences, 27, 149-156. Nazer, M., Mirzaei, H., & Mokhtaree, M. (2018). Effectiveness of neurofeedback training on verbal memory, visual memory and self-efficacy in students. Electronic Physician, 10(9), 7259-7265. http://dx.doi.org/10.19082/7259 Perera, H., Jeewandara, K. C., Seneviratne, S., & Guruge, C. (2012). Combined ω3 and ω6 supplementation in children with attention-deficit hyperactivity disorder (ADHD) refractory to methylphenidate treatment: a double-blind, placebo-controlled study. Journal of child neurology, 27(6), 747–753. https://doi.org/10.1177/0883073811435243 Putman, P., Peer, J. v., Maimari, I., & Werff, S. v. (2010). EEG theta/beta ratio in relation to fear-modulated response-inhibition, attentional control, and affective traits. Biological Psychology, 83(2), 73–78. https://doi.org/10.1016/j.biopsycho.2009.10.008 Putman, P., Verkuil, B., Arias-Garcia, E., Pantazi, I., & Schie, C. v. (2014). EEG theta/beta ratio as a potential biomarker for attentional control and resilience against deleterious effects of stress on attention. Cognitive, Affective, & Behavioral Neuroscience volume, 14(2), 782-791. https://doi.org/10.3758/s13415-013-0238-7 Schretlen, D. B. (1996). Development and psychometric properties of the brief test of attention. The Clinical Neuropsychologist, 10(1), 80-89. https://doi.org/10.1080/13854049608406666 Smith, A. (1982.). Symbol Digit Modalities Test (SDMT) Manual. Western Psychological Services. Villarroel, J. (2012). Las calificaciones como obstáculo para el desarrollo del pensamiento. Revista Sophia: Colección de Filosofía de la Educación, (12), 141-152. https://www.redalyc.org/pdf/4418/441846101009.pdf Young, S., Morris, R., Toone, B., & Tyson, C. (2007). Planning ability in adults with attention-deficit/hyperactivity disorder. Neuropsychology, 21(5), 581-589. https://doi.org/10.1037/0894-4105.21.5.581 |
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Relación entre la autoeficacia y la atención medida mediante QEEG entre estudiantes de la IUE autoeficacia Artículo de revista relación theta-beta QEEG Relación entre la autoeficacia y la atención medida mediante QEEG entre estudiantes de la IUE control atencional La autoeficacia está relacionada con los juicios propios y creencias que una persona tiene sobre sí misma; no es suficiente con alcanzar metas, es necesario creerse capaz de planear, organizar y ejecutar tareas para alcanzarlas. En este estudio, indagamos si la atención tiene un papel relevante en la autoeficacia. Los participantes fueron estudiantes de la IUE (N=25), con edades entre 18 y 40 años. Firmaron el consentimiento informado y llenaron: la Escala de Autoeficacia General (EAG), Dígitos y Símbolos (DS), el Test Breve de Atención (BTA); se registró la relación Theta-Beta (TBR) mediante EEG en los puntos C3-C4 de la corteza cerebral. Los resultados fueron: EAG media fue 31.56 (SD=4.5) (máx. 40 puntos), DS puntaje directo promedio 45.16 (SD=8.6) (máx. 120 puntos), BTA total promedio 9.4 (SD=3.31) (máx. 20 puntos), TBR C3 ojos abiertos media 5.5 (SD=1.7), TBR C4 ojos abiertos media 5.2 (SD=2). Se encontró una correlación negativa entre la TBR C4 ojos abiertos y el resultado de la prueba Dígitos y Símbolos DS el cual fue estadísticamente significativo usando la correlación de Spearman (-.529); pero no hubo correlación significativa entre la autoeficacia EAG y las tres medidas de la atención (DS, BTA, QEEG). La conclusión de este estudio es que no hay una relación estadísticamente significativa entre alta autoeficacia y un alto nivel de atención; mientras que, si se encontró una correlación negativa significativa entre la prueba DS y las medidas QEEG, que indica que la técnica neurofisiológica de medición atencional está relacionada con la psicométrica. info:eu-repo/semantics/publishedVersion http://purl.org/coar/resource_type/c_6501 http://purl.org/coar/version/c_970fb48d4fbd8a85 info:eu-repo/semantics/openAccess http://purl.org/coar/access_right/c_abf2 Text info:eu-repo/semantics/article Angelidis, A., van der Does, W., Schakel, L., & Putman, P. (2016). Frontal EEG theta/beta ratio as an electrophysiological marker for attentional control and its test-retest reliability. Biological Psychology, (121), 49–52. Arango, J. C. (2015). Neuropsicología en Colombia: datos normativos, estado actual y retos a futuro. Universidad Autónoma de Manizales. Baird, L. (1985). Do grades and tests predict adult accomplishment? Res High Educ, 3-85. Bandura, A. (1997). Self-efficacy: The exercise of control. Freeman. Bentley, P., & Cashwell, C. (September de 2009). Mindfulness and Counseling Self-Efficacy: The Mediating Role of Attention and Empathy. Counselor Education & Supervision, 49. Bloch, M., & Qawasmi, A. (2011). Omega-3 fatty acid supplementation for the treatment of children with attention-deficit/hyperactivity disorder symptomatology: systematic review and meta-analysis. J Am Acad Child Adolesc Psychiatry, 50(10), 991–1000. https://doi.org/10.1016/j.jaac.2011.06.008 Boswell, S. S. (2012). “I deserve success”: Academic entitlement attitudes and their relationships with course self-efficacy, social networking, and demographic variables. Social Psychology of Education, 15, 353-365. https://doi.org/10.1007/s11218-012-9184-4 Budzynski, T., Budzinski, H., Evans, J., & Abarbanel, A. (Edits.). (2008). Introduction to Quantitative EEG and Neurofeedback (2nd ed.). Academic Press. Capri, B., Ozkendir, O. M., Ozkurt, B., & Karakus, F. (2012). General Self-Efficacy beliefs, Life Satisfaction and Burnout of University Students. Procedia - Social and Behavioral Sciences, 47, 968-973. https://doi.org/10.1016/j.sbspro.2012.06.765 Cho, E., Roberts, G. J., Capin, P., Roberts, G., Miciak, J., & Vaughn, S. (2015). Cognitive Attributes, Attention, and Self-Efficacy of Adequate and Inadequate Responders in a Fourth Grade Reading Intervention. Learning Disabilities Research & Practice (Wiley-Blackwell), 30(4), 159–170. Cid, P., Orellana, A., & Barriga, O. (2010). Validación de la escala de autoeficacia general en Chile. Revista Médica de Chile, 551-557. Coetzer, G. H., Hanson, B., & Trimble, R. (2009). The Mediating Influence of Role Stress on the Relationship between Adult Attention Deficit and Self-Efficacy. Journal of Business & Management, 15(2), 111–128. Demos, J. (2005). Getting started with Neurofeedback. New York: W. W. Norton & Company. Grant, A. (11 de 12 de 2018). En qué se equivocan los estudiantes que persiguen la nota más alta. New York Times. https://www.nytimes.com/es/2018/12/11/espanol/opinion/obsesion-calificaciones.html Harris, S., Hundley, G., & Lambie, G. (2019). The Effects of Neurofeedback on Depression, Anxiety, and Academic Self-Efficacy, Journal of College Student Psychotherapy. Journal of College Student Psychotherapy, 35(1), 15–29. https://doi.org/10.1080/87568225.2019.1606689 Heaney, R. (2003). Long-latency deficiency disease: insights from calcium and vitamin D. Am J Clin Nutr, 78(5), 912–19. https://doi.org/10.1093/ajcn/78.5.912 Hibbeln, J., & Gow, R. (2014). Omega-3 fatty acid and nutrient deficits in adverse neurodevelopment and childhood behaviors. Child Adolesc Psychiatr Clin N Am, 23(3), 555–90. https://doi.org/10.1016/j.chc.2014.02.002 Hyman, M. (2018). Food. Little, Brown and Company. Lubar, J. F., Swartwood, M. O., & Swartwood, J. N. (1995). Quantitative EEG and auditory event-related potentials in the evaluation of attention-deficit/hyperactivity disorder: Effects of methyphenidate and implications for neurofeedback training. Journal of Psychoeducational Assessment, 143-160. Mackinnon, D. W. (1962). The nature and nurture of creative talent. American Psychologist, 17(7), 484-495. Major, A., Marinussen, R., & Wiener, J. (2013). Self-efficacy for self-regulated learning in adolescents with and without attention deficit hyperactivity disorder (ADHD). Learning and Individual Differences, 27, 149-156. Nazer, M., Mirzaei, H., & Mokhtaree, M. (2018). Effectiveness of neurofeedback training on verbal memory, visual memory and self-efficacy in students. Electronic Physician, 10(9), 7259-7265. http://dx.doi.org/10.19082/7259 Perera, H., Jeewandara, K. C., Seneviratne, S., & Guruge, C. (2012). Combined ω3 and ω6 supplementation in children with attention-deficit hyperactivity disorder (ADHD) refractory to methylphenidate treatment: a double-blind, placebo-controlled study. Journal of child neurology, 27(6), 747–753. https://doi.org/10.1177/0883073811435243 Putman, P., Peer, J. v., Maimari, I., & Werff, S. v. (2010). EEG theta/beta ratio in relation to fear-modulated response-inhibition, attentional control, and affective traits. Biological Psychology, 83(2), 73–78. https://doi.org/10.1016/j.biopsycho.2009.10.008 Putman, P., Verkuil, B., Arias-Garcia, E., Pantazi, I., & Schie, C. v. (2014). EEG theta/beta ratio as a potential biomarker for attentional control and resilience against deleterious effects of stress on attention. Cognitive, Affective, & Behavioral Neuroscience volume, 14(2), 782-791. https://doi.org/10.3758/s13415-013-0238-7 Schretlen, D. B. (1996). Development and psychometric properties of the brief test of attention. The Clinical Neuropsychologist, 10(1), 80-89. https://doi.org/10.1080/13854049608406666 Smith, A. (1982.). Symbol Digit Modalities Test (SDMT) Manual. Western Psychological Services. Villarroel, J. (2012). Las calificaciones como obstáculo para el desarrollo del pensamiento. Revista Sophia: Colección de Filosofía de la Educación, (12), 141-152. https://www.redalyc.org/pdf/4418/441846101009.pdf Young, S., Morris, R., Toone, B., & Tyson, C. (2007). Planning ability in adults with attention-deficit/hyperactivity disorder. Neuropsychology, 21(5), 581-589. https://doi.org/10.1037/0894-4105.21.5.581 This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License. http://creativecommons.org/licenses/by-nc-nd/4.0 Inglés https://revistas.usb.edu.co/index.php/IJPR/article/view/7255 International Journal of Psychological Research Universidad San Buenaventura - USB (Colombia) application/pdf Self-efficacy is related to the judgments and beliefs that a person has about him or her own capability to achieve goals, in which she or he also needs to be able of planning, organizing, and executing tasks to achieve that milestone. In this study, we are investigating if attention has a relevant role in self-efficacy. The participants were students at Institución Universitaria de Envigado (N = 25), aged between 18 and 40 years old. They filled out the informed consent, the General Self-Efficacy Scale (GSS), Digits and Symbols (DS), the Brief Attention Test (BTA), and the Theta-Beta ratio (TBR) using EEG at points C3-C4 of the cerebral cortex. The results were as follows: mean GSS, 31.56 (SD=4.5) (max. 40 points); mean DS direct score, 45.16 (SD=8.6) (max. 120 points); mean total BTA, 9.4 (SD = 3.31) (max. 20 points); mean TBR C3 eyes open, 5.5 (SD = 1.7); TBR C4 eyes open, 5.2 (SD = 2). A negative correlation was found between the TBR C4 eyes open and the result of the Digits and Symbols DS test, which was statistically significant, using Spearman correlation, (-.529); however, there was no significant correlation between GSS self-efficacy and the three measures of attention (DS, BTA, QEEG) The conclusion of this study is that there is no clear statistically significant relationship between high self-efficacy and a high level of attention. However, a significant negative correlation was found between the DS test and the QEEG measures, which indicates that the neurophysiological technique of attentional measurement is related to the psychometric measurement. Lopez Rios, Edgar Self-efficacy attention control QEEG theta-to-beta ratio 17 2 Publication Núm. 2 , Año 2024 : Interdisciplinary Approaches for Human Cognition: Expanding Perspectives on the Mind Journal article 3 https://revistas.usb.edu.co/index.php/IJPR/article/download/7255/5486 https://revistas.usb.edu.co/index.php/IJPR/article/download/7255/5495 2024-09-03T00:00:00Z https://doi.org/10.21500/20112084.7255 10.21500/20112084.7255 2024-09-03T00:00:00Z 2011-7922 2011-2084 2024-09-03 13 |