Effects of neurofeedback on cognitive self-regulation and its social impact in university students

José Miguel Barrón Adame, Lidia Ramírez Lemus and Rosa María López Salinas
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José Miguel Barrón Adame: Universidad Tecnológica del Suroeste de Guanajuato. Guanajuato, México
Lidia Ramírez Lemus: Universidad Tecnológica del Suroeste de Guanajuato. Guanajuato, México
Rosa María López Salinas: Instituto Tecnológico Superior de Salvatierra. Guanajuato, México

NeuroData, 2026, vol. 3, 153

Abstract: Introduction: Neurofeedback has established itself as an emerging tool within applied neuroscience to train the self-regulation of brain activity through real-time feedback. Various studies have indicated that this technique can positively influence cognitive processes such as sustained attention, memory and emotional regulation, factors that directly affect the academic performance and psychological well-being of university students.Methodology: The research was developed under a quantitative approach, with a non-experimental, cross-sectional design and correlational scope. The sample consisted of 150 students from three universities in Mexico, selected through non-probabilistic convenience sampling. Data collection was carried out using a structured questionnaire with a five-point Likert scale that assessed cognitive self-regulation, sustained attention, academic stress, learning retention, and perception of autonomy. The instrument was validated by expert judgment and its reliability was verified using Cronbach's alpha coefficient.Results: The results showed a high internal consistency of the instrument (α = 0.88). High averages were observed in cognitive self-regulation, learning retention and perception of autonomy, as well as adequate levels of sustained attention. Likewise, the correlational analysis evidenced positive relationships between cognitive self-regulation, sustained attention, learning retention and perception of autonomy.Conclusions: The findings indicate that the strengthening of cognitive self-regulation is associated with better levels of concentration, greater retention of learning and a greater perception of academic autonomy, in addition to being related to lower levels of academic stress.

Keywords: neurofeedback; cognitive self-regulation; sustained attention; academic stress; university learning (search for similar items in EconPapers)
Date: 2026
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Persistent link: https://EconPapers.repec.org/RePEc:cxn:neurod:v:3:y:2026:id:153

DOI: 10.63688/neurodata2026153

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