The effect of biofeedback intervention program on anxiety among engineering students at Universiti Malaysia Pahang

Anxiety is a major predictor of students’ academic performance. High anxiety level has negative effects on their academic performance. Previous research has reported that many university students faced anxieties while undergoing their studies but did not receive adequate intervention program to redu...

Full description

Saved in:

Bibliographic Details
Main Author:	Prima, Vitasari
Format:	Thesis
Language:	English
Published:	2011
Subjects:	BF Psychology
Online Access:	http://umpir.ump.edu.my/id/eprint/37229/1/The%20effect%20of%20biofeedback%20intervention%20program%20on%20anxiety%20among%20engineering%20students%20at%20Universiti%20Malaysia%20Pahang.pdf
Tags:	Add Tag No Tags, Be the first to tag this record!

id	my-ump-ir.37229
record_format	uketd_dc
spelling	my-ump-ir.372292023-03-09T01:25:40Z The effect of biofeedback intervention program on anxiety among engineering students at Universiti Malaysia Pahang 2011-11 Prima, Vitasari BF Psychology Anxiety is a major predictor of students’ academic performance. High anxiety level has negative effects on their academic performance. Previous research has reported that many university students faced anxieties while undergoing their studies but did not receive adequate intervention program to reduce their study anxiety. Researchers also reported that biofeedback training has been proven to significantly reduce anxiety among individuals. This study was designed to explore anxiety problems faced by university students, and it employs pre post design to compare between groups. It also incorporates biofeedback training in the intervention program in reducing study anxiety for the improvement of students' academic performance. The training group were exposed to ten sessions of training but no intervention was given to the non-training group. Data collection is through a random survey, and the results are used to identify the study anxiety sources among the students. A total 770 engineering students were involved in the survey, while 205 students sat for the correlation test, and 70 students participated in the biofeedback training. The quantitative analysis was used to find significant effect of the intervention program. Study anxiety as an independent variable was measured by physiological arousal and cognitive anxiety. The academic performance uses grade point average (GPA) as a dependent variable. From the survey, seven significant sources of study anxiety were found: examination anxiety (the major source), social anxiety, presentation anxiety, mathematics anxiety, language anxiety, family anxiety, and library anxiety. Using Pearson correlation, a significant correlation between high level anxiety and low academic performance was found, with a small coefficient correlation (r = -.264; p = .000). Results of repeated measure indicated significant differences across 4 sessions in physiological arousal among training group. Using Paired t-test revealed that the training group showed significant reduced on all physiological and cognitive measures while not significant on all measures for non training group. For academic performance, both groups show significant improvement, with p = .000 for the training group and p = .001 for the non-training group. However, as for academic improvement, the training group showed a 25% improvement compared to 7% improvement for the non-training group. Based on the self-evaluation results, the participants in the training group achieved the following positive effects from the training: feel more relaxed and calm, more confident, reduced heartbeat rates, improved breathing techniques, improved study skills, better time management, increased concentration, and improved overall well being. In conclusion, the biofeedback intervention program is definitely effective in helping students reduce their study anxiety in improving academic performance. In addition, the study supported the Catastrophe model to examine the effect of biofeedback intervention program in reducing anxiety for the improvement academic performance. 2011-11 Thesis http://umpir.ump.edu.my/id/eprint/37229/ http://umpir.ump.edu.my/id/eprint/37229/1/The%20effect%20of%20biofeedback%20intervention%20program%20on%20anxiety%20among%20engineering%20students%20at%20Universiti%20Malaysia%20Pahang.pdf pdf en public phd doctoral Universiti Malaysia Pahang Faculty of Engineering Technology Nubli, Abdul Wahab
institution	Universiti Malaysia Pahang Al-Sultan Abdullah
collection	UMPSA Institutional Repository
language	English
advisor	Nubli, Abdul Wahab
topic	BF Psychology
spellingShingle	BF Psychology Prima, Vitasari The effect of biofeedback intervention program on anxiety among engineering students at Universiti Malaysia Pahang
description	Anxiety is a major predictor of students’ academic performance. High anxiety level has negative effects on their academic performance. Previous research has reported that many university students faced anxieties while undergoing their studies but did not receive adequate intervention program to reduce their study anxiety. Researchers also reported that biofeedback training has been proven to significantly reduce anxiety among individuals. This study was designed to explore anxiety problems faced by university students, and it employs pre post design to compare between groups. It also incorporates biofeedback training in the intervention program in reducing study anxiety for the improvement of students' academic performance. The training group were exposed to ten sessions of training but no intervention was given to the non-training group. Data collection is through a random survey, and the results are used to identify the study anxiety sources among the students. A total 770 engineering students were involved in the survey, while 205 students sat for the correlation test, and 70 students participated in the biofeedback training. The quantitative analysis was used to find significant effect of the intervention program. Study anxiety as an independent variable was measured by physiological arousal and cognitive anxiety. The academic performance uses grade point average (GPA) as a dependent variable. From the survey, seven significant sources of study anxiety were found: examination anxiety (the major source), social anxiety, presentation anxiety, mathematics anxiety, language anxiety, family anxiety, and library anxiety. Using Pearson correlation, a significant correlation between high level anxiety and low academic performance was found, with a small coefficient correlation (r = -.264; p = .000). Results of repeated measure indicated significant differences across 4 sessions in physiological arousal among training group. Using Paired t-test revealed that the training group showed significant reduced on all physiological and cognitive measures while not significant on all measures for non training group. For academic performance, both groups show significant improvement, with p = .000 for the training group and p = .001 for the non-training group. However, as for academic improvement, the training group showed a 25% improvement compared to 7% improvement for the non-training group. Based on the self-evaluation results, the participants in the training group achieved the following positive effects from the training: feel more relaxed and calm, more confident, reduced heartbeat rates, improved breathing techniques, improved study skills, better time management, increased concentration, and improved overall well being. In conclusion, the biofeedback intervention program is definitely effective in helping students reduce their study anxiety in improving academic performance. In addition, the study supported the Catastrophe model to examine the effect of biofeedback intervention program in reducing anxiety for the improvement academic performance.
format	Thesis
qualification_name	Doctor of Philosophy (PhD.)
qualification_level	Doctorate
author	Prima, Vitasari
author_facet	Prima, Vitasari
author_sort	Prima, Vitasari
title	The effect of biofeedback intervention program on anxiety among engineering students at Universiti Malaysia Pahang
title_short	The effect of biofeedback intervention program on anxiety among engineering students at Universiti Malaysia Pahang
title_full	The effect of biofeedback intervention program on anxiety among engineering students at Universiti Malaysia Pahang
title_fullStr	The effect of biofeedback intervention program on anxiety among engineering students at Universiti Malaysia Pahang
title_full_unstemmed	The effect of biofeedback intervention program on anxiety among engineering students at Universiti Malaysia Pahang
title_sort	effect of biofeedback intervention program on anxiety among engineering students at universiti malaysia pahang
granting_institution	Universiti Malaysia Pahang
granting_department	Faculty of Engineering Technology
publishDate	2011
url	http://umpir.ump.edu.my/id/eprint/37229/1/The%20effect%20of%20biofeedback%20intervention%20program%20on%20anxiety%20among%20engineering%20students%20at%20Universiti%20Malaysia%20Pahang.pdf
_version_	1783732266125492224

The effect of biofeedback intervention program on anxiety among engineering students at Universiti Malaysia Pahang

Similar Items