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研究生:音德 喬得理
研究生(外文):Inder Singh Chaudhary
論文名稱:檢驗短期正念以及HRV生理回饋介入法在減輕壓力上效果之神經基礎
論文名稱(外文):Examining the Neural Basis of the Effects of Shot-term Mindfulness & HRV-Biofeedback Intervention on Reducing Stress
指導教授:姜定宇姜定宇引用關係李翠萍李翠萍引用關係
指導教授(外文):DING-YU JIANGTSUEY-PING LEE
口試委員:陳欣進林宜美林君昱
口試委員(外文):HSIN-CHIN CHENI-MEI LINCHUN-YU LIN
口試日期:2024-10-03
學位類別:博士
校院名稱:國立中正大學
系所名稱:認知科學博士學位學程
學門:社會及行為科學學門
學類:心理學類
論文種類:學術論文
論文出版年:2024
畢業學年度:113
語文別:英文
論文頁數:195
中文關鍵詞:壓力大學生正念心率變異fNIRS
外文關鍵詞:StressCollege StudentsMindfulnessHeart Rate VariabilityfNIRS
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大學生通常都會面臨許多壓力,壓力會影響他們的學業表現、心理健康以及整體幸福感,而有許多研究指出,正念基礎介入(MBIs)和心率變異生理回饋(HRV-Bfb)能緩解壓力。本研究以大學生為對象,檢視兩種介入法並與對照組比較。在此非RCT研究中,共44名來自國立中正大學之健康學生分別參與其中一組,為MBI、HRV-Bfb和對照組,評估學生的心理生理壓力指標(感知壓力和 HRV 量測)、壓力相關症狀(正念),以及使用近紅外線光譜 (NIRS) 評估神經活動變化的神經認知反應。介入共進行4週,參與者在介入期間每天會進行 MBI 或 HRV-Bfb 訓練,並在介入前後測量基線和後測結果。結果顯示,雖然在 MBI、HRV-Bfb 和對照組之間沒有觀察到統計上的顯著差異,但所有組別(包括控制組)的壓力水平整體上都降低了,而效果量介於小型和中型之間。神經認知資料顯示,在壓力誘發任務中,發現背外側前額皮質(DLPFC)參與其中,而正念練習與此區域功能的改善有關,此區域對認知控制和情緒調節非常重要。基線壓力水平較高的學生可能會從正念和HRV-Bfb介入法中獲得更多的減壓效果。不過因樣本數相對較小,仍應謹慎看待本研究結果。在效果量上可能顯示,HRV-Bfb對減壓的影響可能略大於MBI。本研究強調了在大學層面上實施這些介入法時所面臨的挑戰和需要考慮的因素。
College students frequently face stress, which can substantially effect their academic performance, mental health, and general well-being. Both mindfulness-based interventions (MBIs) and heart rate variability biofeedback (HRV-Bfb) have been proved through empirical research to alleviate stress. This research investigates and compares these two interventions in a university setting alongside a control group. In this non-RCT, 44 healthy students from National Chung Cheng University participated in one of three groups - MBI, HRV-Bfb, or control. Students were assessed for psycho-physiological stress markers (perceived stress and HRV measures), stress-related symptoms (mindfulness), and neurocognitive responses using near-infrared spectroscopy (NIRS) to evaluate changes in neural activity. Over a period of 4 weeks, participants engaged in daily training for either MBI or HRV-Bfb, with outcomes measured at baseline and after the intervention. While no statistically significant differences were observed among the MBI, HRV-Bfb and control groups, stress levels decreased across all groups overall, including the control, with effect sizes typically falling between small and medium. Neurocognitive data indicated the involvement of the Dorsolateral Prefrontal Cortex (DLPFC) during the stress-inducing task, with mindfulness practices linked to improved functioning in this area, which is essential for cognitive control and emotion regulation. Students with greater baseline stress levels may gain more from mindfulness-based stress reduction and HRV-Bfb stress reduction interventions. However, these findings should be viewed with caution due to the relatively small sample size. The effect sizes suggest that HRV-Bfb may have a marginally greater impact on stress reduction than MBI. This study highlights the challenges and factors to consider when implementing these interventions at the university level.
TABLE OF CONTENTS
Acknowledgments……………………………………………………………………….….II
Abstract……………………………………………………………………………………..VI
Table of Content.……………………………………………………………………………V
List of Tables……………………………………………………………………………….VIII
List of Figures……………………………………………………………..……………..…X
Chapter 1
Introduction………………………………………………………………..…………………..1
1.1 Research Background……………………………………………………………………...1
1.2 Purpose & Aim of the Study………………………………………………………………2
Chapter 2
Literature Review…………………………………………………………………..………… 5
2.1 Exam-related Stress………………………………………………………………………..5
2.2 Causes of Stress……………………………………………………………………………5
2.3 Stress Models……………………………………………...………………………………8
2.4 Effects of Stress…………………………………………….……………………………28
2.5 Coping Strategies…………………………………………….…………………………..33
2.6 Interventions………………………………………………………………………….…..36
2.7 Mindfulness Based Interventions (MBIs)…………………………………………….….38
2.8 Heart Rate Variability-Biofeedback Intervention (HRV-BfbI)……………………..........48
2.9 Present Study…………………………………………………………………………….57
Chapter 3
Methodology………………………………………………………………………..………..62
3.1 Ethical Clearance ………………………………………………………………..…….....62
3.2 Participants……………………………………………………………………….…..…. 62
3.3 Setting…………………………………………………………………………………….65
3.4 Experimental Design……………………………………………………………………..65
3.5 Data Collection…………………………………………………………………………...73
3.6 Instrumentation and fNIRS Neuroimaging………………………………………………77
3.7 Procedure…………………………………………………………………………………78
Chapter 4
Results………………………………………………………………………………………..91
4.1 Descriptive Data………………...………………………………………………………..91
4.2 Physiological Data…………………………………………………………………….....91
4.3 Psychological Data………………………………………………………………………94
4.4 Correlation………………………………………………………………………………105
4.5 Behavioural Data……………………………………………………………………….114
4.6 Neurocognitive Data……………………………………………………………………116
4.7 Summary of Key Findings……………………………………………………………...127

Chapter 5
Discussion…………………………………………………………………………………..130
5.1 Physiological Measures………………………………………………………………....130
5.2 Psychological Measures………………………………………………………………...133
5.3 Correlation………………………………………………………………………………137
5.4 Neurocognitive Measures……………………………………………………………….140
5.5 Summary………………………………………………………………………………..145
5.6 Limitations and Future Directions……………………………………………………....147
References……………………………………………………………………………..…....155
Appendix A………………………………………………………………………………....184

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