MARC View

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001			vtls000075397
003			KUKTEM
005			20251117113335.0
008			131016t2011 my da f m 000 0 eng d
020			_aTHE0000004(Local)
039		9	_a201905091556 _bhuda _c201710121544 _daishah _c201311201650 _dnabilah _y201310160954 _znabilah
040			_aUMP
090			_aBF575.A6 P75 2011 rs Thesis
100	0		_aPrima Vitasari
245	1	4	_aThe effect of biofeedback intervention program on anxiety among engineering students at Universiti Malaysia Pahang / _cPrima Vitasari
260			_aKuantan, Pahang : _bUMP, _c2011
300			_axxi, 268 p. : _bill. ; _c30 cm. + _e1 CD-ROM
502			_aThesis (PhD in Technology Managemet) -- Universiti Malaysia Pahang – 2011
504			_aBibliography : p. 147-164
520	3		_aAnxiety 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 theintervention program. Study anxiety as an independent variable was measured by physiological arousal and cognitive anxiety. The academic performance uses grade point average (GPA) as adependent 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.
650		0	_aAnxiety
650		0	_aAcademic achievement _xCollege students
856	4	0	_uhttp://ecollib.ump.edu.my/25641/ _zLibrary access only
999			_aVIRTUA40 _c7025 _d7031
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