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The effect of biofeedback-assisted stress management training on migrant college students' anxiety and personal growth initiative.

机译：生物反馈辅助压力管理培训对移民大学生焦虑和个人成长主动性的影响。

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Stress from external as well as internal demands is a common part of life in America today. When people enter new environments, stress is often exacerbated, and they must learn to cope with stressors to avoid the negative effect chronic stress can have on emotions and physiology. College students experience stressors, not only as they enter the academic world, but also throughout their experiences as they work to succeed educationally and socially. Although the first year of college may be stressful for any student, some students, such as those recruited from migrant farm-working families, face additional stressors including acculturative stress as they enter a new, often very different environment from the one to which they are accustomed. The College Assistance Migrant Program (CAMP) offers training and support to these students as they enter college. CAMP students are taught various skills to manage the stress throughout their college careers. This is a descriptive quantitative study with pre- and post-tests conducted to examine whether there exist causal effects of demonstrating respiratory sinus arrhythmia (RSA) on personal growth initiative, state-trait anxiety and indicators of academic success. CAMP students received biofeedback-assisted self-regulation training in RSA to shift their heart rate frequency toward a peak frequency of 0.1Hz for 5 minutes. I hypothesized that those students who learned to attain and maintain RSA through biofeedback-assisted self-regulation training would report increased personal growth initiative as measured by the Personal Growth Initiative Scale, would report decreased levels of anxiety, as measured by the State-Trait Anxiety Inventory, and would require fewer psychological services.
机译：来自外部和内部需求的压力是当今美国生活中的普遍部分。当人们进入新的环境时，压力通常会加剧，他们必须学会应付压力源，以避免慢性压力可能会对情绪和生理产生负面影响。大学生不仅会在进入学术界时经历压力源，而且会在他们努力实现教育和社会成功的过程中经历压力。尽管第一年的大学学习对任何学生都可能有压力，但某些学生（例如从农民工家庭中招募的学生）会面临额外的压力，包括适应性压力，因为他们进入的新环境通常与他们所处的环境非常不同习惯了。大学援助移民计划（CAMP）为这些学生进入大学提供培训和支持。向CAMP学生学习各种技能，以解决他们整个大学生涯中的压力。这是一项描述性的定量研究，其前后进行了测试，以检验显示呼吸道窦性心律不齐（RSA）对个人成长动机，状态焦虑和学业成就指标是否存在因果关系。 CAMP学生在RSA中接受了生物反馈辅助的自我调节训练，以使他们的心率频率向0.1Hz的峰值频率移动5分钟。我假设那些通过生物反馈辅助的自我调节训练学会获得和维持RSA的学生将报告通过“个人成长计划量表”衡量的个人成长计划的增加，而根据州特质焦虑测得的焦虑水平则有所降低库存，并且需要较少的心理服务。

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