Until today, almost all studies on Sustained Attention (SA) in the classroom were based on the time management by the teacher and its effect on student attention, but almost none report objective and conclusive data on physiological factors that intervene and modulate the student’s AS during class; which led the pedagogical sciences to consider that AS depends almost exclusively on the teacher’s methodology. In this study, an AS Detection System in the classroom was designed and validated based on Heart Rate Variability (HRV) and through a non-parametric analysis of time, frequency and entropy measures, in A sample of 30 subjects, it was shown that the physiological response that promotes AS in students is activated between the first 15 to 20 minutes of a conventional class. In addition, it was verified that the Positive Affection, the Tension and the Chronotype modulate the AS in the first minutes, in the middle and at the end of the classes, and that there is a significant difference in the 40th minute for the morning and evening groups.
Appelhans, B. M., & Luecken, L. J. (2006). Heart Variability as an Index of Regulated Emotional Responding. Review of General Psychology, 10, 229-240. https://doi.org/10.1037/1089-2680.10.3.229
Araújo, D. F., & Almondes, K. M. (2012). Qualidade de Sono e sua Relacao com o Rendimento Acadêmico em Estudantes Universitários de Turnos Distintos. PSICO, 43, 350-359. http://revistaseletronicas.pucrs.br/ojs/index.php/revistapsico/article/viewArticle/9369
Barrett, L. F., Mesquita, B., Ochsner, K. N., & Gross, J. J. (2007). The Experience of Emotion. Annual Review of Psychology, 58, 373-403. https://doi.org/10.1146/annurev.psych.58.110405.085709
Benedito-Silva, A. A., Menna-Barreto, L., Marques, N., & Tenreiro, S. (1990). A Self-Assessment Questionnaire for the Determination of Morningness-Eveningness Types in Brazil. Progress in Clinical and Biological Research, 341B, 89-98. https://www.ncbi.nlm.nih.gov/pubmed/2217379
Bermudez, E., Klerman, E., Czeisler, C., Cohen, D., Wyatt, J., & Phillips, A. (2016). Prediction of Vigilant Attention and Cognitive Performance Using Self-Reported Alertness, Circadian Phase, Hours since Awakening, and Accumulated Sleep Loss. PLoS ONE, 11, e0151770. https://doi.org/10.1371/journal.pone.0151770
Borgio, J. G. F., Koga, C. M. T., Matynhak, B., & Louzada, F. (2018). Impairment of Sleep Quality and Quality of Life in Bimodal Chronotype Individuals. Chronobiology International, 35, 1525-6073. https://doi.org/10.1080/07420528.2018.1464463
Bradbury, N. A. (2016). Attention Span during Lectures: 8 Seconds, 10 Minutes, or More? Advances in Physiology Education, 40, 509-513. https://doi.org/10.1152/advan.00109.2016
Bunce, D., Flens, E., & Neiles, K. (2010). How Long Can Students Pay Attention in Class? A Study of Student Attention Decline Using Clickers. Journal of Chemical Education, 87, 1438-1443. https://doi.org/10.1021/ed100409p
Capuana, L. J., Dwyan, J., Tays, W. J., Elmers, J. L., Witherspoon, R., & Segalowitz, S. (2014). Factors Influencing the Role of Cardiac Autonomic Regulation in the Service of Cognitive Control. Biological Psychology, 102, 88-97. https://doi.org/10.1016/j.biopsycho.2014.07.015
Cardinali, D. (2018). Autonomic Nervous System. Basic and Clinical Aspects. Buenos Aires: Springer International Publishing. https://doi.org/10.1007/978-3-319-57571-1
Chang, Y. C., & Huang, S. L. (2012). The Influence of Attention Levels on Psychophysiological Responses. International Journal of Psychophysiology, 86, 39-47. https://doi.org/10.1016/j.ijpsycho.2012.09.001
Cisler, J., & Koster, E. (2010). Mechanisms of Attentional Biases towards Threat in Anxiety Disorders: An Integrative Review. Clinical Psychology Review, 30, 203-216. https://doi.org/10.1016/j.cpr.2009.11.003
Cowen, A., & Keltner, D. (2017). Self-Report Captures 27 Distinct Categories of Emotion Bridged by Continuous Gradients. Proceedings of the National Academy of Sciences of the United States of America, 114, E7900-E7909. https://doi.org/10.1073/pnas.1702247114
Cuervo, M., & Quijano, M. (2008). Las alteraciones de la atención y su rehabilitación en trauma craneoencefálico. Revista pensamiento psicológico, 4, 167-182.
De Abreu, L. C. (2012). Variabilidade da frequência cardíaca como marcador funcional do desenvolvimento. Journal of Human Growth and Development, 22, 279-282. https://doi.org/10.7322/jhgd.46712
Dikker, S., Wan, L., Davidesco, I., Kaggen, L., Oostrik, M., McClintock, J., Poeppel, D. et al. (2017). Brain-to-Brain Synchrony Tracks Real-World Dynamic Group Interactions in the Classroom. Current Biology, 27, 1375-1380. https://doi.org/10.1016/j.cub.2017.04.002
Escribano, C., & Díaz-Morales, J. F. (2016). Are Achievement Goals Different among Morning and Evening-Type Adolescents? Personality and Individual Differences, 88, 57-61. https://doi.org/10.1016/j.paid.2015.08.032
Figueiredo de Barros, A., & Menezes, A. (1998). Questionário factorial de personalidade de Cattell: 16 PF-5. Madrid/Lisboa: TEA/CEGOC.
Fonfría, A., Poy, R., Segarra, P., López, R., Esteller, A., Ventura, C., Moltó, J. et al. (2011). Variabilidad de la tasa cardíaca (HRV) y regulación emocional. Fòrum de recerca, 16, 903-914. http://hdl.handle.net/10234/77387
Forman-Alberti, E. B., & Benjamin-Hinnant, J. (2016). Links between Autonomic Activity and Implicit Learning. International Journal of Psychophysiology, 110, 75-80. https://doi.org/10.1016/j.ijpsycho.2016.10.014
Geddes, M. (2017). Manual de Projetos do Arduinos. Novatec: Sao Paulo.
Graveline, I. M., & Wamsley, E. J. (2017). The Impact of Sleep on Novel Concept Learning. Neurobiology of Learning and Memory, 141, 19-26. https://doi.org/10.1016/j.nlm.2017.03.008
Griffiths, K., Quintana, D., Hermens, D., Spooner, C., Tsang, T., Clarke, S., & Kohn, M. (2017). Sustained Attention and Heart Rate Variability in Children Andadolescents with ADHD. Biological Psychology, 124, 11-20. https://doi.org/10.1016/j.biopsycho.2017.01.004
Hasler, B., Allen, J., Sbarra, D, Bootzin, R., & Bernert, R. (2010). Morningness-Eveningness and Depression: Preliminary Evidence for the Role of the Behavioral Activation System and Positive Affect. Psychiatry Research, 176, 166-173. https://doi.org/10.1016/j.psychres.2009.06.006
Henelius, A., Sallinen, M., Huotilainen, M., Müller, K., Virkkala, J., & Puolamaki, K. (2014). Heart Rate Variability for Evaluating Vigilant Attention in Partial Chronic Sleep Restriction. SLEEP, 37, 1257-1267. https://doi.org/10.5665/sleep.3850
Herrera, J. Cid, N., Pinilla, C., Quezada, S., & Santana, P. (2016). Atención selectiva, atención sostenida, inhibición y flexibilidad cognitiva en ninas y adolescentes de 12 a 14 anos con TDAH predominio de falta de atención. Concepción: Universidad Católica De La Santísima.
Holzman, J., & Bridgett, D. (2017). Heart Rate Variability Indices as Bio-Markers of Top-down Self-Regulatory Mechanisms: A Meta-Analytic Review. Neuroscience and Biobehavioral Reviews, 74, 233-255. https://doi.org/10.1016/j.neubiorev.2016.12.032
Horne, J. A., & Ostberg, O. (1976). A Self-Assessment Questionnaire to Determine Morningness-Eveningness in Human Circadian Rhythms. International Journal of Chronobiology, 4, 97-110. https://cet.org/wp-content/uploads/2017/10/Horne-1976-IJC.pdf?x41674
Horzum, M. B., Onder, I., & Besoluk, S. (2014). Chronotype and Academic Achievement Namong Online Learning Students. Learning and Individual Differences, 30, 106-111. https://doi.org/10.1016/j.lindif.2013.10.017
Ingram, K. Ay, A., Kwon, S., Woods, K., Escobar, S., Gordon, Jain, K. et al. (2016). Molecular Insights into Chronotype and Time-of-Day Effects on Decision-Making. Scientific Reports, 6, 29392. https://doi.org/10.1038/srep29392
Itzek-Greulich, H., Randler, C., & Vollmer, C. (2016). The Interaction of Chronotype and Time of Day in a Science Course: Adolescent Evening Types Learn More and Are More Motivated in the Afternoon. Learning and Individual Differences, 51, 189-198. https://doi.org/10.1016/j.lindif.2016.09.013
Katahira, K., Fujimura, T., Matsuda, Y., Okanoya, K., & Okada, M. (2015). Individual Differences in Heart Rate Variability Are Associated with Theavoidance of Negative Emotional Events. Biological Psychology, 103, 322-331. https://doi.org/10.1016/j.biopsycho.2014.10.007
LeDoux, J. E., & Brown, R. (2017). A Higher-Order Theory of Emotional Consciousness. Proceedings of the National Academy of Sciences of the United States of America, 114, E2016-E2025. http://www.pnas.org/content/114/10/E2016.full.pdf https://doi.org/10.1073/pnas.1619316114
LeDoux, J. E., Phelps, L., & Alberini, C. (2016). What We Talk about When We Talk about Emotions. Cell, 167, 1443-1445. https://doi.org/10.1016/j.cell.2016.11.029
Leocadio-Miguel, M., Mazzili, F., Lourencao, L., Peixoto, R., Alam, M. Ventura, M., Pedrazzoli, M. et al. (2017). Latitudinal Cline of Chronotype. Scientific Reports, 7, 5437. https://doi.org/10.1038/s41598-017-05797-w
Linden, D., Dunkel, C. S., & Petrides, K. V. (2016). The General Factor of Personality (GFP) as Social Effectiveness: Review of the Literature. Personality and Individual Differences, 101, 98-105. https://doi.org/10.1016/j.paid.2016.05.020
Lonigan, C., & Vasey, M. (2009). Negative Affectivity, Effortful Control, and Attention to Threat-Relevant Stimuli. Journal of Abnormal Child Psychology, 37, 387-399. https://link.springer.com/article/10.1007%2Fs10802-008-9284-y https://doi.org/10.1007/s10802-008-9284-y
Luque-Casado, A., Perales, J., Cárdenas, D., & Sanabria, D. (2016). Heart Rate Variability and Cognitive Processing: The Autonomic Response to Task Demands. Biological Psychology, 113, 83-90. https://doi.org/10.1016/j.biopsycho.2015.11.013
MacRoberts, M. (2015). Arduino Básico (2da ed.). Novatec: Sao Paulo.
Markarian, S. A., Warnke, A. S., & Pickett, S. M. (2017). Morningness-Eveningness and Social Anxiety: The Indirect Effect through Punishment Sensitivity and Experiential Avoidance. Sleep, 40, A418. https://doi.org/10.1093/sleepj/zsx050.1120
Martynhak, B., Louzada, F. M., Pedrazzoli, M., & Fontenele-Araujo, J. (2010). Does the Chronotype Classification Need to Be Updated? Preliminary Findings. Chronobiology International, 27, 1329-1334. https://doi.org/10.3109/07420528.2010.490314
Mather, M., & Thayer, J. (2018). How Heart Rate Variability Affects Emotion Regulation Brain Networks. Current Opinion in Behavioral Sciences, 19, 98-104. https://doi.org/10.1016/j.cobeha.2017.12.017
Matthews, G. (2016). Traits, Cognitive Processes and Adaptation: An Elegy for Hans Eysenck’s Personality Theory. Personality and Individual Differences, 103, 61-67. https://doi.org/10.1016/j.paid.2016.04.037
Meiselman, H. (2017). Emotion Measurement: Theoretically Pure or Practical? Food Quality and Preference, 62, 374-375. https://doi.org/10.1016/j.foodqual.2017.05.011
Mogg, K., & Bradley, B. (1999). Some Methodological Issues in Assessing Attentional Biases for Threatening Faces in Anxiety: A Replication Study Using a Modified Version of the Probe Detection Task. Behaviour Research and Therapy, 37, 595-604. https://doi.org/10.1016/S0005-7967(98)00158-2
Nobre, A. C., & Kastner, S. (2014). The Oxford Handbook of Attention. Oxford: Oxford University Press. https://doi.org/10.1093/oxfordhb/9780199675111.001.0001
Ohyama, T., Kaga, Y., Goto, Y., Aoyagi, K., Ishii, S., Kanemura, H., Aihara, M. et al. (2016). Developmental Changes in Autonomic Emotional Response during an Executive Functional Task: A Pupillometric Study during Wisconsin Card Sorting Test. Brain & Development, 39, 187-195. https://doi.org/10.1016/j.braindev.2016.10.002
Onley, A., Risko, E., D’mello, S., & Graesser, A. (2015). Attention in Educational Contexts: The Role of the Learning Task in Guiding Attention. In J. Fawcett, E. Risko, & A. Kingstone (Eds.), The Handbook of Attention (pp. 623-641). London: MIT Press.
Ortega, A., Ramírez, E., Colmenero, J., & García-Viedma, M. (2012). Negative Affect, Decision Making and Attentional Networks. Journal of Attention Disorders, 21, 247-253. https://doi.org/10.1177/1087054712465336
Pacheco-Unguetti, A., Acosta, A., Callejas, A., & Lupiánez, J. (2010). Attention and Anxiety: Different Attentional Functioning under State and Trait Anxiety. Psychological Science, 21, 298-304. https://doi.org/10.1177/0956797609359624
Peers, P. V., & Lawrence, A. D. (2009). Attentional Control of Emotional Distraction in Rapid Serial Visual Presentation. Emotion, 9, 140-145.
Pessoa, L. (2018). Understanding Emotion with Brain Networks. Current Opinion in Behavioral Sciences, 19, 19-25. https://doi.org/10.1016/j.cobeha.2017.09.005
Pincus, S. M. (1991). Approximate Entropy as a Measure of System Complexity. Proceedings of the National Academy of Sciences of the United States of America, 88, 2297-2301. https://doi.org/10.1073/pnas.88.6.2297
Porges, S. W. (1995). Orienting in a Defensive World: Mammalian Modifications of Our Evolutionary Heritage: A Polyvagal Theory. Psychophysiology, 32, 301-318. https://doi.org/10.1111/j.1469-8986.1995.tb01213.x
Porges, S. W. (2001). The Polyvagal Theory: Phylogenetic Substrates of a Social Nervous System. International Journal of Psychophysiology, 42, 123-146. https://doi.org/10.1016/S0167-8760(01)00162-3
Porges, S. W. (2007). The Polyvagal Perspective. Biological Psychology, 74, 116-143. https://doi.org/10.1016/j.biopsycho.2006.06.009
Purnamaningsih, E. (2017). Personality and Emotion Regulation Strategies. International Journal of Psychiatry Research, 10, 53-60. https://doi.org/10.21500/20112084.2040
Quintana, D., Guastella, A., Outhred, T., Hickie, I., & Kemp, A. (2012). Heart Rate Variability Is Associated with Emotion Recognition: Direct Evidence for a Relationship between the Autonomic Nervous System and Social Cognition. International Journal of Psychophysiology, 86, 168-172. https://doi.org/10.1016/j.ijpsycho.2012.08.012
Ramírez, R., Ortega, A., & Reyes, G. (2015). Anxiety, Attention, and Decision-Making: The Moderating Role of Heart Rate Variability. International Journal of Psychophysiology, 490, 490-496. https://doi.org/10.1016/j.ijpsycho.2015.10.007
Randler, C., & Rahafar, A. (2017). Latitude Affects Morningness-Eveningness: Evidence for the Environment Hypothesis Based on a Systematic Review. Scientific Reports, 7, 39976. https://doi.org/10.1038/srep39976
Revelle, W. (2016). Hans Eysenck: Personality Theorist. Personality and Individual Differences, 103, 32-39. https://doi.org/10.1016/j.paid.2016.04.007
Rico, D., Alzate, M., & Sabucedo, J. (2017). El papel de la identidad, la eficacia y las emociones positivas en las acciones colectivas de resistencia pacífica en contextos violentos. Revista Latinoamericana de Psicología, 49, 28-35. https://doi.org/10.1016/j.rlp.2015.09.013
Robe, A., Dobrean, A., Cristea, I. A., Pasarelu, C. R., & Predescu, E. (2019). Attention-Deficit/Hyperactivity Disorder and Task-Related Heart Rate Variability: A Systematic Review and Meta-Analysis. Neuroscience and Biobehavioral Reviews, 99, 11-22. https://doi.org/10.1016/j.neubiorev.2019.01.022
Roenneberg, T., Wirz-Justice, A., & Merrow, M. (2003). Life between Clocks: Daily Temporal Patterns of Human Chronotypes. Journal of Biological Rhythms, 18, 80-90. https://doi.org/10.1177/0748730402239679
Roeser, K., Obergfell, F., Meule, A., VOgele, C., Schlarb, A., & Kübler, A. (2012). Of larks and Hearts—Morningness/Eveningness, Heart Rate Variability and Cardiovascular Stress Response at Different Times of Day. Physiology & Behavior, 106, 151-157. https://doi.org/10.1016/j.physbeh.2012.01.023
Rohr, C., Arora, A., Cho, I., Katlariwala, P., Dimond, D., Dewey, D., & Bray, S. (2018). Functional Network Integration and Attention Skills in Young Children. Developmental Cognitive Neuroscience, 30, 200-211. https://doi.org/10.1016/j.dcn.2018.03.007
Sanchis, L., Prat, P., & Sitges, M. (2016). Imagen cardiovascular en la sala de electrofisiología. Revista Espanola de Cardiología, 69, 595-605. https://doi.org/10.1016/j.recesp.2016.01.028
Scott-Parker, B. (2017). Emotions, Behaviour, and the Adolescent Driver: A Literature Review. Transportation Research Part F, 50, 1-37. https://doi.org/10.1016/j.trf.2017.06.019
Serrano-Trejo, M., Leija-Alva, G., Aguilera-Sosa, V., & Rodríguez-Choreno, J. (2012). Relación entre el incremento de la variabilidad de la frecuencia cardiaca y la regulación del comportamiento alimentario en ninos con obesidad. Revisión teórica. Revista Mexicana de Investigación en Psicología, 4, 34-44. https://www.medigraphic.com/pdfs/revmexinvpsi/mip-2012/mipM121d.pdf
Shaffer, F., & Venner, J. (2013). Heart Rate Variability Anatomy and Physiology. Biofeedback, 41, 13-25. https://doi.org/10.5298/1081-5937-41.1.05
Shaffer, F., McCraty, R., & Zerr, C. (2014). A Healthy Heart Is Not a Metronome: An Integrative Review of the Heart’s Anatomy and Heart Rate Variability. Frontiers in Psychology, 5, 1040. https://doi.org/10.3389/fpsyg.2014.01040
Tarvainen, M. P., Niskanen, J. P., Lipponen, J. A., Ranta-aho, P. O., & Karjalainen, P. A. (2014). Kubios HRV—Heart Rate Variability Analysis Software. Computer Methods and Programs in Biomedicine, 113, 210-220. https://doi.org/10.1016/j.cmpb.2013.07.024
Thayer, J. F., & Lane, R. D. (2000). A Model of Neurovisceral Integration in Emotion Regulation and Dysregulation. Journal of Affective Disorders, 61, 201-216. https://doi.org/10.1016/S0165-0327(00)00338-4
Thayer, J. F., Hansen, A. L., Saus-Rose, E., & Johnsen, B. H. (2009). Heart Rate Variability, Prefrontal Neural Function, and Cognitive Performance: The Neurovisceral Integration Perspective on Self-Regulation, Adaptation, and Health. Annals of Behavioral Medicine, 37, 141-153. https://doi.org/10.1007/s12160-009-9101-z
Tomelin, M. (2002). Sistema de apuracao dos dezesseis fatores de personalidade. Blumenau, Brasil: Universidade Regional de Blumenau.
Tonetti, L., Natale, V., & Randler, C. (2015). Association between Circadian Preference and Academic Achievement: A Systematic Review and Meta-Analysis. Chronobiology International, 32, 792-801. https://doi.org/10.3109/07420528.2015.1049271
Touitou, Y, Touitou, D., & Reinberg, A. (2017). Disruption of Adolescents’ Circadian Clock: The Vicious Circle of Media Use, Exposure to Light at Night, Sleep Loss and Risk Behaviors. Journal of Physiology-Paris, 110, 467-479.
Vollmer, C., POtsch, F., & Randler, C. (2013). Morningness Is Associated with Better Gradings and Higher Attention in Class. Learning and Individual Differences, 27, 167-173. https://doi.org/10.1016/j.lindif.2013.09.001
Wilson, K., & Korn, J. H. (2007). Attention During Lectures: Beyond Ten Minutes. Teaching of Psychology, 34, 84-89.
Yentes, J., Hunt, N., Schmid, K., Kaipust, J., McGrath, D., & Stergiou, N. (2013). The Appropriate Use of Approximate Entropy and Sample Entropy with Short Data Sets. Annals of Biomedical Engineering, 41, 349-365. https://doi.org/10.1007/s10439-012-0668-3
Yoo, K., Rosenberg, M., Hsu, W., Zhang, S., Li, C., Scheinost, D., Constable, T., & Chun, M. (2018). Connectome-Based Predictive Modeling of Attention: Comparing Different Functional Connectivity Features and Prediction Methods across Datasets. NeuroImage, 167, 11-22. https://doi.org/10.1016/j.neuroimage.2017.11.010
Zanon, C., Roat, M., Cerentini, J., & Hutz, C. (2013). Desenvolvimento e validacao de uma escala de afetos positivos e negativos. Braganca Paulista, 18, 193-202. https://doi.org/10.1590/S1413-82712013000200003