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Emotional Self-Regulation in Primary Education: A Heart Rate-Variability Biofeedback Intervention Programme

Author

Listed:
  • Aitor Aritzeta

    (Department of Basic Psychological Process and Development, University of the Basque Country (UPV/EHU), 20018 San Sebastian, Spain)

  • Ainara Aranberri-Ruiz

    (Department of Basic Psychological Process and Development, University of the Basque Country (UPV/EHU), 20018 San Sebastian, Spain)

  • Goretti Soroa

    (Department of Clinical and Health Psychology and Research Methodology, University of the Basque Country (UPV/EHU), 20018 San Sebastian, Spain)

  • Rosa Mindeguia

    (Department of Basic Psychological Process and Development, University of the Basque Country (UPV/EHU), 20018 San Sebastian, Spain)

  • Amaiur Olarza

    (Department of Basic Psychological Process and Development, University of the Basque Country (UPV/EHU), 20018 San Sebastian, Spain)

Abstract

This study investigated the benefits of using a biofeedback intervention programme to train children in controlling their heart rate variability (HRV) through slow-paced breathing in real time. HRV biofeedback interventions focused on showing subjects to breathe such that their HRV numbers rise, improving their self-regulation. The HRV biofeedback intervention, focused on breathing, was conducted with primary education students aged between 7 and 11 years. The programme consisted of five biofeedback sessions, where students were taught to breathe six long and slow pairs of breaths per minute, to increase their HRV. After participation in the programme, students, regardless of gender, increased their HRV in a statistically significant fashion with a large effect, but this effect was not the same for all ages. HRV biofeedback interventions are rarely applied in schools and given the effectiveness of the intervention to improve HRV in children, the applied implications of our results in educational settings are discussed, especially taking into account the children’s ages.

Suggested Citation

  • Aitor Aritzeta & Ainara Aranberri-Ruiz & Goretti Soroa & Rosa Mindeguia & Amaiur Olarza, 2022. "Emotional Self-Regulation in Primary Education: A Heart Rate-Variability Biofeedback Intervention Programme," IJERPH, MDPI, vol. 19(9), pages 1-14, April.
    • Handle: RePEc:gam:jijerp:v:19:y:2022:i:9:p:5475-:d:806567
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    References listed on IDEAS

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    1. Veronique Deschodt-Arsac & Romain Lalanne & Beatrice Spiluttini & Claire Bertin & Laurent M Arsac, 2018. "Effects of heart rate variability biofeedback training in athletes exposed to stress of university examinations," PLOS ONE, Public Library of Science, vol. 13(7), pages 1-13, July.
    2. Lucy H. Field L. & Stephen Edwards & David Edwards & Sarah E. Dean, 2018. "Influence of HeartMath Training Programme on Physiological and Psychological Variables," Global Journal of Health Science, Canadian Center of Science and Education, vol. 10(2), pages 126-126, February.
    3. Judith Esi van der Zwan & Anja C. Huizink & Paul M. Lehrer & Hans M. Koot & Wieke de Vente, 2019. "The Effect of Heart Rate Variability Biofeedback Training on Mental Health of Pregnant and Non-Pregnant Women: A Randomized Controlled Trial," IJERPH, MDPI, vol. 16(6), pages 1-15, March.
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    Cited by:

    1. Ainara Aranberri-Ruiz & Aitor Aritzeta & Amaiur Olarza & Goretti Soroa & Rosa Mindeguia, 2022. "Reducing Anxiety and Social Stress in Primary Education: A Breath-Focused Heart Rate Variability Biofeedback Intervention," IJERPH, MDPI, vol. 19(16), pages 1-14, August.

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