Yoga Improves Academic Performance in Urban High School Students Compared to Physical Education: A Randomized Controlled Trial.
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| Title: | Yoga Improves Academic Performance in Urban High School Students Compared to Physical Education: A Randomized Controlled Trial. |
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| Authors: | Hagins, Marshall1, Rundle, Andrew2 |
| Source: | Mind, Brain & Education. Jun2016, Vol. 10 Issue 2, p105-116. 12p. |
| Subject Terms: | *Academic achievement, *Urban high schools, *Physical education, *Comparative studies, Yoga, Physiology |
| Abstract: | ABSTRACT Yoga programs within schools have become more widespread but research regarding the potential effect on academic achievement remains limited. This study cluster-randomized 112 students within a single New York City public high school to participate in either school-based yoga or physical education ( PE) for an entire academic year. The primary outcome was mean annual grade point average ( GPA). Psychosocial variables (self-regulation, executive function, well-being, and mindfulness) were examined as mediators. The study's primary hypothesis that yoga would improve academic performance was not supported by intent to treat analysis; however, a significant interaction was observed between class assignment and class participation. Among students with higher participation, those assigned to yoga classes had a significantly higher GPA. For example, at 49 classes of participation for both groups, students assigned to yoga classes had an estimated 2.70 higher mean GPA (effect size = 0.31) than students assigned to PE. [ABSTRACT FROM AUTHOR] |
| Copyright of Mind, Brain & Education is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Abstract: | ABSTRACT Yoga programs within schools have become more widespread but research regarding the potential effect on academic achievement remains limited. This study cluster-randomized 112 students within a single New York City public high school to participate in either school-based yoga or physical education ( PE) for an entire academic year. The primary outcome was mean annual grade point average ( GPA). Psychosocial variables (self-regulation, executive function, well-being, and mindfulness) were examined as mediators. The study's primary hypothesis that yoga would improve academic performance was not supported by intent to treat analysis; however, a significant interaction was observed between class assignment and class participation. Among students with higher participation, those assigned to yoga classes had a significantly higher GPA. For example, at 49 classes of participation for both groups, students assigned to yoga classes had an estimated 2.70 higher mean GPA (effect size = 0.31) than students assigned to PE. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 17512271 |
| DOI: | 10.1111/mbe.12107 |
