The Measure of Emotion During an Attention Demanding Task and Mindfulness Biofeedback for Improved Selective Attention

Teenage scholar-athletes are at risk of mental health concerns, including high levels of stress due to the constant demands across academic and athletic domains (Lavallee Wylleman, 2000; Watt Moore, 2001). One must be able to self-regulate to reach optimal levels of attention (Gross, 1998a). Additionally, one must have the ability to deliberately shift into a state of attention for optimal performance in sports and academics (Wilson et al., 2018). Research indicates that practicing mindfulness is beneficial in improved executive functioning, and in well-being (Zanesco et al., 2018, Farb et al. 2015; Kabat‐Zinn, 2003). Biofeedback training is a method of self-regulation of autonomic responses (Moss, 2016). Mindfulness biofeedback (MB) has recently gained attention regarding its benefits (Khazan Moss, 2020). MB improves athletic performance (Perry, 2018); however, the effect of MB on selective attention has yet to be investigated. This study details the effects of MB induction on selective attention scores and psychophysiological changes in electrodermal activity (EDA). Method: 71 high-school scholar- athletes were randomly assigned to play a multiple object (MOT) game with MB (experimental) and without MB (control). EDA recordings of alerting and orienting phases provided an active measure of emotional arousal throughout the MOT phases and a selective attention test was conducted pre and post (Cambridge Brain Science [CBS]). Results: Significant effects of MB were evident through higher selective attention scores. As predicted, EDA decreased during the orienting phase; however, a decrease in EDA variability in the orienting phase of the MOT (Coefficient-of -Variability) had a mediating effect on MB and the CBS test. A 1-month-follow-up survey showed MB was applied by participants to regulate preperformance in sport and academic domains. Conclusion: The experience of (a) conscious awareness (mindfulness) of psychophysiological feedback regulation (Biofeedback-EDA changes) and (b) MB significantly impacted selective attention scores (CBS). The effect of MB on selective attention is mediated by a decrease in the variability of emotional arousal. The study design and results capture the dynamic relationship between cognition and emotion as explained by theory and Gross’ Process Model of Emotion Regulation. Follow-up-questionnaires revealed that students applied MB beyond the experiment in everyday life.Ph.D