課堂學業壓力下的靜息腦波不對稱性與震盪

Abstract

現代的生活充斥著面對挫折、威脅、挑戰和各種的需求，因此我們常感受到壓力的存在，其中學業壓力和學生生活息息相關，學業壓力被認為是負面情緒的來源，通常會影響學生的行為和認知能力，學業壓力包含了學生廣泛吸收基礎知識的理解，對於充足時間的掌控，這些皆被證明是顯著的學生壓力來源，根據美國健康協會在2006年的調查97357名大學生中有32%的學生受到學業壓力的影響，導致在學習方面上的不完整、成績低落、課程中斷退掉的情形。因此我們試圖去探討在一個真實上課環境下長期的追蹤在有學業壓力下學生的心理上與腦波上的變化，本實驗總共應徵了26位的學生，且每人參與了為期一學期的腦波實驗收錄，本研究目的是腦波不對稱性如何反映在個體差異下的壓力緊張，並探索在學業壓力下靜息腦電波震盪的變化。我們依據沮喪、焦慮、壓力評估量表的這份問卷中的壓力與焦慮分數，將學生分成兩個組別，一組是面對到壓力而焦慮感隨著上升的有反應組人；另一組是即使面對到壓力但是不感到焦慮的無反應組的人，無反應這組人在左前額葉較右前額葉更活躍，特別是在θ頻帶跟𝔞頻帶，進一步發現，比較無反應組的人和有反應組的人腦不對稱性，在腦波電極位置F7-F8有顯著的差別；並從腦波上發現到在有反應這組人在有壓力情況下，我們發現到在左前額葉有活化的現象，另外一組無反應的人，我們則是在右前額葉發現到有活化的現象。本篇的結果提供了於真實課堂中學生在學業壓力下心理與腦動態的震盪於大腦特徵之見解。

Modern life is full of frustrations, threat, challenges, and many kind of demands. Therefore, many people usually encounter stress, among of them, we comprehend the academic stress is very close to the students’ life. Academic stress is considered as a source of negative emotions, and can easily affects both students’ behaviors and cognitive abilities. Academic stressors are the student’s mental understanding and anticipation of the amount of knowledge required to be retained, and in relation to the need for proper time management in order to achieve that. According to the American College Health Association in 2006 surveyed 97357 college students, 32% of them reported that academic stress had resulted in either an incomplete, dropped course or lower grade. Hence, we attempted to track how academic stress can alter the students’ both mental and electroencephalography (EEG), over a long period of time in classroom. 25 students voluntarily took part in this longitudinal experiment and each students were recorded over one semester. The first aim of this study is to examine how EEG asymmetry reflects individual differences in the in the different stress-anxiety association. The second aim is to investigate the influences of academic stress on resting state EEG oscillation. Based on the Depression, Anxiety, Stress Scale 21 (DASS21), the 25 subjects were divided into two different types of groups, which we named as “Responders” and “Non-responders” according to their scores. Typically, non-responders exhibits an absence of strong emotional response to anxiety; whereas the responders’ anxiety levels would correlate positively with their stress levels. Furthermore, non-responders had greater left frontal activity than right, especially at the theta and alpha band. Also, the brain asymmetry at site F7-8 had significant differences between non-responders and responders. As such that non-responders demonstrated a significant increase at right frontal theta, alpha and beta while modulating stress, while the responders demonstrated a significant decrease at left frontal theta and alpha while modulating stress. These results provides new insights into mental and top-down dynamic of brain oscillation patters under the academic stress in the classroom.