- 期刊
聚光燈的下鹿：壓力性頭腦空白症候群與心身反應之關係
Deer in Headlights: The Relationships between Brain Empty Syndrome under Stress and Psychophysiological Responses
摘要
壓力性頭腦空白症候群（brain empty syndrome under stress, BESS）主要是在考試或壓力情境中，主觀上經驗到頭腦空白、呆住、沒辦法回憶、處理訊息困難、無法學習、表現比實際差等情形，本研究目的探討BESS與情緒、行為、生理反應之關係，並檢驗交叉動作對參與者之活力、情緒和專注力的影響。本研究分二階段進行：（1）針對95名大學生進行BESS量表之信效度檢驗，之後再邀請50名大學生檢驗BESS與情緒、行為、生理反應之關係；以及檢驗18名有與沒有BESS的大學生在自主神經反應之差異。（2）邀請95名大學生進行交叉動作體驗，並評估體驗前後之活力、情緒和專注力之變化。結果發現有86名（90.53%）參與者報告在壓力情境下曾出現BESS，最常出現的情況為「沒辦法回憶（佔58.90%）」、其次為「頭腦空白（佔57.90%）」以及「壓力下表現比實際差（佔57.90%」，再其次為「處理訊息困難（佔42.10%）」。有BESS的大學生相較於沒有者，呈現較高的焦慮（t(49) = -2.79, p ＜ .01）、身心症狀（t(49) = -4.78, p ＜ .001）與交感神經反應（t(17) = -2.18, p ＜ .05）與（t(17) = -2.37, p ＜ .05），以及較低的副交感神經反應（t(17) = 2.18, p ＜ .05）與（t(17) = 2.37, p＜ .05）與整體心跳變異（t(17) = 2.57, p ＜ .05）。交叉動作在增加大學生之活力、專注力與思考清晰，以及提升正向心情與希望感具有短期效果。本研究建議未來可在課堂中或考試情境前安排交叉動作，提升大學生之活力、正向心情與專注力，以檢驗對學生考試表現之影響。
並列摘要
Brain empty syndrome under stress (BESS) indicates that individual experience blackout, freeze, inability to recall, difficulty processing information, difficulty learning, and unable to perform the actual ability under exam or stressful situations. The purposes of this study were to explore the relationships between BESS and emotion, behavior, and physiological response; as well as examined the efficacy of cross crawl in energy, emotion, and concentration. Two stages of method were conducted: (1) The reliability and validity of BESS scale were examined in 95 college students; 50 college students completed the questionnaires and examined the relationships between BESS, emotion, behavior, and physiological response; and 18 college students with or without SEBS were compared in autonomic activations; and (2) 95 college students performed the activity of cross crawl, and examined the differences in energy, emotion, and concentration before and after cross crawl. The results revealed that 86 college students (90.53%) reported BESS under stress, the common situations were inability to recall (58.90 %), blackout (57.90 %), performing worse under stress than in practice (57.90%), and difficulty processing information (42.10%). The students with BESS had higher anxiety (t(49) = -2.79, p ＜ .01), psychosomatic symptoms (t(49) = -4.78, p ＜ .001), and sympathetic activation (t(17) = -2.18, p ＜ .05) and (t(17) = -2.37, p ＜ .05); lower parasympathetic activation (t(17) = 2.18, p ＜ .05) and (t(17) = 2.37, p ＜ .05); and total heart rate variability (t(17) = 2.57, p ＜ .05) than those without BESS. Cross crawl had short-term effects in not only increasing energy, concentration, thinking clarity, but also improving positive emotion and hope. Cross crawl will be arranged in the classroom or exam situations to improve energy, positive emotion and concentration, and will examined test performance among college students in the future.