Ver/Descargar
PDF (English)
FLIP
Cómo citar
Lopez Rios, E. (2024). Relación entre la autoeficacia y la atención medida mediante QEEG entre estudiantes de la IUE. International Journal of Psychological Research, 17(2), 3–13. https://doi.org/10.21500/20112084.7255
Más formatos de cita
Términos de licencia
▼
The work that is sent to this journal must be original, not published or sent to be published elsewhere; and if it is accepted for publication, authors will agree to transfer copyright to International Journal of Psychological Research.
To give up copyright, the authors allow that, International Journal of Psychological Research, distribute the work more broadly, check for the reuse by others and take care of the necessary procedures for the registration and administration of copyright; at the same time, our editorial board represents the interests of the author and allows authors to re-use his work in various forms. In response to the above, authors transfer copyright to the journal, International Journal of Psychological Research. This transfer does not imply other rights which are not those of authorship (for example those that concern about patents). Likewise, preserves the authors rights to use the work integral or partially in lectures, books and courses, as well as make copies for educational purposes. Finally, the authors may use freely the tables and figures in its future work, wherever make explicit reference to the previous publication in International Journal of Psychological Research. The assignment of copyright includes both virtual rights and forms of the article to allow the editorial to disseminate the work in the manner which it deems appropriate.
The editorial board reserves the right of amendments deemed necessary in the application of the rules of publication.
To give up copyright, the authors allow that, International Journal of Psychological Research, distribute the work more broadly, check for the reuse by others and take care of the necessary procedures for the registration and administration of copyright; at the same time, our editorial board represents the interests of the author and allows authors to re-use his work in various forms. In response to the above, authors transfer copyright to the journal, International Journal of Psychological Research. This transfer does not imply other rights which are not those of authorship (for example those that concern about patents). Likewise, preserves the authors rights to use the work integral or partially in lectures, books and courses, as well as make copies for educational purposes. Finally, the authors may use freely the tables and figures in its future work, wherever make explicit reference to the previous publication in International Journal of Psychological Research. The assignment of copyright includes both virtual rights and forms of the article to allow the editorial to disseminate the work in the manner which it deems appropriate.
The editorial board reserves the right of amendments deemed necessary in the application of the rules of publication.
Resumen
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.
Palabras clave:
Referencias
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
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
Descargas
Los datos de descargas todavía no están disponibles.
Citado por
