Impact of Integrated Yoga on Learning, Academic Stress, and Anxiety in Village Children Aged 6-12 Years: A Pilot Study
DOI:
https://doi.org/10.22376/ijlpr.2025.15.1.L21-L29Keywords:
Effectiveness, biomarker, integrated yoga, learning ability, academic stress, and anxiety, school childrenAbstract
This pilot study report was to determine the effectiveness of yoga in reducing stress and anxiety and improving ability among school children. A quantitative Research design was used. Fourteen school Children who fulfilled the inclusion criteria were selected and assigned into control (n=7) and experimental (n=7) groups. By using the Ravens colored progressive matrix, the school children's IQ level was assessed. The academic stress and State-Trait Anxiety scales were used to assess the pre-test of academic stress and anxiety used to analyze the results. The experimental group received integrated yoga for 1 month, whereas the control group received routine care. Outcomes were tested at baseline, after 2nd week, and 4th week. No improvement was seen in the Control group from Pre-test to Post-test 2, while in the Experimental group, a 10.6 score decrease was observed. The fear of failure in the experimental group decreased by 10.7. Interpersonal difficulties in the Experimental group showed a 5.4 score decrease was observed. Teacher-pupil relationship / Teaching methods in Experimental group 7.2 score decrease was observed, showing the effectiveness of the intervention. In the State-Trait Anxiety Inventory, no significant difference in the groups (Control and Experimental), the test (Pre-test, Post-test 1, and Post-test 2), and the interactions (group X test) showed significant differences (P < 0.001 and < 0.001, respectively). A decrease in the experimental group's 18.54 score was observed, showing the effectiveness of the intervention. The integrated yoga used in this study for school children may be a beneficial intervention for reducing academic stress and anxiety.
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