청소년 뇌교육프로그램 적용에 따른 뇌파활성도와 정신력 및 자기조절능력의 변화

국문 초록 (Abstract)

본 연구는 청소년 뇌교육프로그램 적용에 따른 뇌파활성도와 정신력 및 자기조절능력의 변화를 알아보는 데 있다. 실험집단과 비교집단으로 구성된 남자고등학생 40명을 대상으로 사전과 사후에 전산화 뇌파측정시스템을 이용하여 배경뇌파와고차인지기능검사를 실시하였으며, 질문지를 이용한 정신력과 자기조절능력검사를실시하였다. 뇌파활성도 분석은 배경뇌파와 고차인지과제 수행에 따른 유발뇌파의절대파워와 상대파워에 의한 집중력 수준과 주파수 대역별 8채널(Fp1, Fp2, F3,F4, T3, T4, P3, P4) 영역의 뇌파활성도 및 두 채널 쌍 사이의 상호상관관계를 분석하였다. 실험집단에게는 10주간 주 4회, 회당 50분간을 ‘뇌교육 5단계’를 기반으로 구성된 청소년 뇌교육프로그램에 따라 훈련을 실시하였다.

목차 (Table of Contents)

• 목 차
• 국문초록 ··················································································································· ⅰ
• Ⅰ. 서 론 ··················································································································· 1
• 1. 연구의 필요성 ··································································································· 1
• 2. 연구 목적 ·········································································································· 7
• 3. 연구 가설 ·········································································································· 7
• Ⅱ. 이론적 배경 ······································································································· 8
• 1. 뇌와 뇌파 ·········································································································· 8
• 1) 뇌의 구조와 기능 ························································································· 8
• 2) 청소년기 뇌발달 특징 ··············································································· 10
• 3) 뇌파의 종류와 특성 ····················································································· 12
• 4) 뇌파의 측정과 분석 ····················································································· 14
• 2. 정신력 ·············································································································· 16
• 1) 뇌와 마음 ······································································································ 16
• 2) 정신력의 개념과 변인 ················································································· 17
• 3) 정신력의 신경생리학적 의미 ······································································ 19
• 3. 자기조절능력 ··································································································· 21
• 1) 자기조절능력의 개념 ··················································································· 21
• 2) 의지적 관점에서의 자기조절능력의 변인 ················································· 23
• 3) 자기조절능력의 신경생리학적 의미 ··························································· 25
• 4. 뇌교육 ·············································································································· 27
• 1) 뇌교육의 개념과 의미 ··············································································· 27
• 2) 뇌교육의 체계와 방법 ··············································································· 29
• 3) 뇌교육의 원리 ······························································································· 32
• 4) 뇌교육과 뇌파 ······························································································· 35
• 5) 뇌교육과 정신력 ··························································································· 37
• 6) 뇌교육과 자기조절능력 ··············································································· 38
• Ⅲ. 연구 방법 ········································································································· 39
• 1. 연구 대상 ········································································································· 39
• 2. 실험 설계 및 절차 ·························································································· 40
• 3. 측정도구 ·········································································································· 41
• 1) 뇌파 검사 ······································································································ 41
• 2) 정신력 검사 ·································································································· 44
• 3) 자기조절능력척도 ························································································· 45
• 4. 뇌교육프로그램 ······························································································· 46
• 1) 청소년 뇌교육프로그램의 개발 과정 ························································· 46
• 2) 청소년 뇌교육프로그램의 개발 ·································································· 48
• 5. 자료 처리 ········································································································· 54
• Ⅳ. 연구 결과 ········································································································· 55
• 1. 뇌파활성도의 변화 ·························································································· 55
• 1) 배경뇌파의 변화 ··························································································· 55
• 2) 유발뇌파에 의한 집중력 수준의 변화 ······················································· 57
• 3) 주파수 대역별 활성뇌파의 변화 ································································ 62
• 4) 상호상관관계의 변화 ··················································································· 88
• 2. 정신력의 변화 ······························································································· 106
• 1) 정신력 하위요인에 대한 평균과 표준편차 ············································· 106
• 2) 정신력 하위요인에 대한 효과 검증 ························································· 107
• 3. 자기조절능력의 변화 ···················································································· 113
• 1) 자기조절능력 하위요인에 대한 평균과 표준편차 ·································· 113
• 2) 자기조절능력 하위요인에 대한 효과 검증 ············································· 114
• Ⅴ. 논의 ················································································································· 116
• 1. 뇌파활성도의 변화 ························································································ 116
• 1) 배경뇌파의 변화 ························································································· 116
• 2) 유발뇌파에 의한 집중력 수준의 변화 ····················································· 116
• 3) 유발뇌파에 대한 주파수 대역별 활성뇌파 변화 ···································· 118
• 4) 상호상관관계 변화 ······················································································ 121
• 2. 정신력의 변화 ······························································································· 125
• 3. 자기조절능력의 변화 ···················································································· 127
• 4. 정신력과 자기조절능력의 관계 ··································································· 129
• 5. 뇌파활성도와 정신력 및 자기조절능력의 변화 ········································· 130
• Ⅵ. 결론 및 제언 ·································································································· 133
• 1. 결론 ················································································································ 133
• 2. 제한점 및 제언 ····························································································· 135
• 참고문헌 ················································································································ 137
• 부 록 ················································································································ 151
• ABSTRACT ··········································································································· 191

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