

Results:
This study supports that classroom-based neurofeedback may be an effective tool to build sustained attention and translate these gains into observable work habits and learning behaviors including planning and organization.
Conclusion:
Neurofeedback has shown specificity in the treatment of Attention Deficit Hyperactivity Disorder. Published research has not, however, focused on its efficacy in developing attentional capacities in the general population. The promising results of this exploratory investigation warrant further applied research.
Results:
The results of the covariance analysis showed that students who had an educational drop and were trained in neurofeedback sessions showed a significant increase in the next half (P<0.05) compared to the control group.
Conclusion:
The results of this study showed that neurofeedback is an effective method for managing the academic performance of nursing students with academic failure.


The results identified participants' scores in inattention (p = .016), hyperactivity (p = .017), self-concept (p = .008), depression (p = .004), and anxiety (p = .018) significantly decreased of the course of the intervention (16 neurofeedback sessions). Moreover, the participants' self-reported levels of academic self-efficacy increased significantly over time (p < .001). The findings for the current study provide practical, professional, and public policy implications, expanding the neurofeedback training and ADHD literature.