Effects of electroencephalography-based art therapy on emotion regulation difficulties, psychological well-being, relaxation and attention levels among college students

Abstract

College students face increasing psychological health challenges, yet effective emotion regulation interventions remain understudied. This study examines whether electroencephalography (EEG) feedback can enhance the effectiveness of art therapy for emotion regulation and psychological well-being. Using a quasi-experimental design, 59 college students were randomly assigned to either an experimental group receiving EEG-based positive feedback ( n = 29) or a control group without feedback ( n = 30). Both groups participated in weekly 60-min art therapy sessions for 4 weeks. Measurements included EEG indicators (relaxation and attention levels), difficulties in emotion regulation scale (DERS), and scales of psychological well-being (SPWB). No statistically significant differences were found between groups in emotion regulation difficulties or psychological well-being. However, EEG data revealed significantly higher relaxation and attention levels in the experimental group compared to the control group. While EEG feedback during art therapy may not immediately impact psychological measures, it can enhance participants’ physiological states of relaxation and attention levels. These findings suggest potential benefits of integrating physiological feedback in therapeutic interventions, though further research is needed to understand its long-term psychological effects.

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