how to measure the lazyness using scale?
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Answer:
Laziness becomes a common behavior among students in the learning processes and
cognitive performance. This behavior appears within a person because of the failure in
self-regulation and he/she normally experiences lack of achievement goal orientations in
studies. As a result, lazy students have low enthusiasm in their way of thinking,
tendency, habits and behavior. Thus, this study measured laziness through self-
regulation by using heart rate variability (HRV) biofeedback technique. The objectives
of this research are to design and test the biofeedback script as a measurement of their
self-regulation‘s ability and to compare the HRV coherence score between low and good
academic performances. Samples consisted of 20 students at the age of sixteen with
different background of academic performances. They are assigned as the clinical
experimental group (n=20) using emWave® PC Stress Relief System software
developed by Quantum Intech, Inc. The samples received one session of clinical
experiment consists of four protocols HRV biofeedback training within the duration of
12-20 minutes each. They were stimulated using the self-regulation script in the
baseline, pre-recorded zikr, self-zikr and self-talk protocols. The self-regulation script
was used to test their self-control to maintain the targeted goal of 100% LF (low
frequency) coherence score. They were being taught on the method to achieve the
targeted goal by implementing the diaphragmatic breathing technique and reciting the
zikr of La ilaha ilallah. By using the Mann-Whitney t-test, One-Way ANOVA and
Tukey‘s HSD Post Hoc test it was shown that the low academic performances have
higher VLF (very low frequency) coherence score compared to the good academic
performances. The higher scores in the VLF coherence score indicated that the low
academic failed to apply the method of increasing the LF score. Thus, it showed that
they failed to self-regulate themselves and were lazy to achieve the targeted goal.
Meanwhile, the good academic performance could be categorized as the self-regulated
when they successfully achieved the targeted goal in all protocols. They demonstrated
persistence during the clinical experimental sessions. Through self-regulation, in terms
of effort and persistence towards targeted goal, the levels of laziness were being
investigated among different groups of academic performances. Results from the Mann-
Whitney t-test showed that there was a significant difference in VLF Self-Zikr (p=0.05)
where the mean value of low academic performance was higher compared to the good
academic performance. The t-test revealed that the low academic performance failed to
achieve the targeted goal which explained their low level of self-regulation. The LF
activity was higher for the good academic performance in the biofeedback training
using diaphragmatic breathing technique, zikr and self-regulation script. As a summary,
low academic performances group demonstrated higher level of laziness compared to
the good academic performances. Their performance and effort enhancement in the
clinical experimental explained the levels of self-regulation which described their laziness
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