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Effectiveness of Yoga and Physical Exercises on Emotional and Behavioral Problems and Academic Performance among Indian Adolescents: A Randomized Trial

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Title: Effectiveness of Yoga and Physical Exercises on Emotional and Behavioral Problems and Academic Performance among Indian Adolescents: A Randomized Trial
Language: English
Authors: Mangesh Pandey (ORCID 0000-0003-0144-5813), Krishna Dwivedi, Narayan Behera (ORCID 0000-0002-6414-6362)
Source: Journal of Emotional and Behavioral Disorders. 2025 33(4):222-231.
Availability: SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 10
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Descriptors: Emotional Problems, Behavior Problems, Academic Achievement, Adolescents, Underachievement, Intervention, Exercise, Physical Activities, Metacognition, Program Effectiveness, Foreign Countries, Prosocial Behavior
Geographic Terms: India
Assessment and Survey Identifiers: Strengths and Difficulties Questionnaire
DOI: 10.1177/10634266241301371
ISSN: 1063-4266
1538-4799
Abstract: Emotional and behavioral issues in adolescents pose significant obstacles to psychological well-being and academic achievement, potentially leading to severe mental health conditions. The escalating prevalence of these behavioral challenges can adversely affect a nation's educational, economic, and social health. This study aims to find appropriate solutions to behavioral problems and academic underperformance in adolescents through a two-arm randomized trial. It involves 200 students from distinct locations in India. Intervention encompasses integrated practices of yoga and physical exercises independently. Incorporation of ancient learning principles introduces a novel facet to the intervention protocol for educational and developmental purposes. Participants were evenly distributed across yoga and physical exercise groups. Preintervention and postintervention are evaluated through Strength and Difficulty Questionnaire alongside assessment of academic score of students. Findings exhibit a noteworthy transition among yoga group participants for behavioral problems from clinical risk status to normalized levels. Examination of the correlation between academic performance with various emotional and behavioral problems underscored the detrimental impact of these issues on scholastic attainment. Notably, the influence of yoga surpassed that of physical exercise in enhancing academic performance and mitigating emotional problems, conduct issues, hyperactivity, peer-related challenges, and overall strength and difficulty symptoms. The results suggest that the school-based interventions involving moderate to vigorous physical activity may be considered as a strategy to address adolescent mental health concerns and to enhance academic outcomes. It is further suggested that the policymakers and health professionals can explore such activities as an option to address the growing prevalence of mental health disorders.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1489809
Database: ERIC
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  Value: <anid>AN0189366339;ebd01dec.25;2025Nov19.05:09;v2.2.500</anid> <title id="AN0189366339-1">Effectiveness of Yoga and Physical Exercises on Emotional and Behavioral Problems and Academic Performance Among Indian Adolescents: A Randomized Trial </title> <p>Emotional and behavioral issues in adolescents pose significant obstacles to psychological well-being and academic achievement, potentially leading to severe mental health conditions. The escalating prevalence of these behavioral challenges can adversely affect a nation's educational, economic, and social health. This study aims to find appropriate solutions to behavioral problems and academic underperformance in adolescents through a two-arm randomized trial. It involves 200 students from distinct locations in India. Intervention encompasses integrated practices of yoga and physical exercises independently. Incorporation of ancient learning principles introduces a novel facet to the intervention protocol for educational and developmental purposes. Participants were evenly distributed across yoga and physical exercise groups. Preintervention and postintervention are evaluated through Strength and Difficulty Questionnaire alongside assessment of academic score of students. Findings exhibit a noteworthy transition among yoga group participants for behavioral problems from clinical risk status to normalized levels. Examination of the correlation between academic performance with various emotional and behavioral problems underscored the detrimental impact of these issues on scholastic attainment. Notably, the influence of yoga surpassed that of physical exercise in enhancing academic performance and mitigating emotional problems, conduct issues, hyperactivity, peer-related challenges, and overall strength and difficulty symptoms. The results suggest that the school-based interventions involving moderate to vigorous physical activity may be considered as a strategy to address adolescent mental health concerns and to enhance academic outcomes. It is further suggested that the policymakers and health professionals can explore such activities as an option to address the growing prevalence of mental health disorders.</p> <p>Keywords: adolescents; emotional and behavioral problems; academic performance; pro-social behavior; yoga; physical exercise</p> <p>Adolescence is a critical period of transition from childhood to adulthood. It is the phase of life between childhood and adulthood, from ages 10 to 19, which is characterized by profound psycho-physiological and social changes ([<reflink idref="bib56" id="ref1">56</reflink>]). In India, adolescents face a multitude of challenges influenced by the prevalence of mental health issues that include behavioral disorders ([<reflink idref="bib20" id="ref2">20</reflink>]; [<reflink idref="bib24" id="ref3">24</reflink>]). This phase is pivotal as it lays the groundwork for future societal contributions through positive health development and educational success ([<reflink idref="bib31" id="ref4">31</reflink>]).</p> <p>Academic success holds significant control over adolescents' life trajectories, promoting not only their educational attainment but also socio-economic outcomes and overall well-being ([<reflink idref="bib8" id="ref5">8</reflink>]; [<reflink idref="bib57" id="ref6">57</reflink>]). However, this pursuit of academic excellence is often hindered by the prevalent emotional and behavioral problems (EBPs) among adolescents ([<reflink idref="bib28" id="ref7">28</reflink>]). Internalizing factors, such as emotional distress and disrupted processes due to interpersonal relationships, can impede coping mechanisms and response to situations, often stemming from a lack of emotional regulation skills ([<reflink idref="bib17" id="ref8">17</reflink>]). Conversely, externalizing factors entail aggressive behaviors linked to hyperactivity and conduct problems. These problems vary in severity due to influences from social life and the school environment ([<reflink idref="bib3" id="ref9">3</reflink>]).</p> <p>Behavioral challenges in adolescents can hinder physical and mental development. Untreated, these difficulties coupled with low academic performance may escalate into severe mental health conditions such as depression, anxiety, and suicidal tendencies among adolescents ([<reflink idref="bib1" id="ref10">1</reflink>]). Recent studies indicate a significant portion (23.3%) of school-going adolescents in India struggle with EBPs and mental health problems ([<reflink idref="bib36" id="ref11">36</reflink>]). According to the National Mental Health Survey of India (2016) reports, the prevalence rate of mental health disorders is 7.3% among adolescents. Alarmingly, for mental health disorders in India, about 90% of them do not have access to adequate mental health treatment, highlighting the urgent need for effective interventions to support adolescents' mental well-being ([<reflink idref="bib14" id="ref12">14</reflink>]).</p> <p>Research reports affirm the inverse relationship between EBPs and academic achievement ([<reflink idref="bib23" id="ref13">23</reflink>]). Moreover, according to the academic incompetence hypothesis, persistent low academic performance impairs EBPs over time ([<reflink idref="bib39" id="ref14">39</reflink>]). Recognizing the interconnection between mental health and academic performance, there is a growing imperative to explore interventional approaches addressing EBPs and poor academic performance among adolescents.</p> <p>In this study, we aim to investigate the relationship between academic performance and EBPs among adolescents in India. The study emphasizes the potential impact of physical exercises and yoga along with the academic instructions based on ancient Indian learning principles. In addition, the concerns in conducting school-based interventions such as safety, implementation, adherence, and optimizing the intervention protocols as indicated by previous researchers ([<reflink idref="bib7" id="ref15">7</reflink>]; [<reflink idref="bib10" id="ref16">10</reflink>]) will be addressed here. In the process of elucidating these connections, the proposed interventions are expected to enhance adolescents' academic success along with mental health.</p> <p>Yoga and physical exercise have emerged as promising interventions, supported by mounting evidence for promoting emotional well-being and mitigating behavioral problems. Physical exercise has been associated with improved mood, cognitive function, and self-esteem, potentially addressing EBPs ([<reflink idref="bib33" id="ref17">33</reflink>]; [<reflink idref="bib44" id="ref18">44</reflink>]). School-based yoga interventions have been proven to alleviate behavioral and mental health issues among children and adolescents ([<reflink idref="bib27" id="ref19">27</reflink>]; [<reflink idref="bib50" id="ref20">50</reflink>]). Considering the beneficial aspects of both the interventions, this study explores the effect of physical exercise and yoga. In addition, to address the difficulties in academic learning, ancient principles of learning were incorporated as academic instructions along with yoga practices. The synergy of these two aspects may have the potential to address academic challenges and behavioral issues (see Figure 1).</p> <p>Graph: Figure 1. Theoretical Framework of the Combined Effect of Hatha Yoga and Jnana Yoga on Mindfulness, Emotional Regulation, and Academic Achievement. Note. Learning principles rooted in ancient Indian philosophy rely on fundamental qualities such as humility, inquiry, and sustained effort through motivation to acquire knowledge. These traits, highlighted in the Bhagavad Gita, serve as foundational principles driving the pursuit of knowledge. In addition, the Brihadaranyaka Upanishad inspires an action-based approach involving attentive listening, reflective contemplation, and practical application of acquired knowledge. When the principles of learning are combined with the mind-body regulating techniques of Yoga, there emerges a potential for addressing emotional and behavioral concerns. By enhancing mindfulness and refining emotional regulation, this integration offers promising avenues for mitigating such issues. Moreover, this synergistic approach holds promise for strengthening learning efficiency and enhancing critical thinking skills, which can positively impact academic performance.</p> <hd id="AN0189366339-2">Method</hd> <p></p> <hd id="AN0189366339-3">Procedure</hd> <p>A two-arm randomized controlled trial was conducted. Students were selected from two distinct public schools in suburban regions of the northern and western states of India to ensure equal population representation. A sample size of 170, based on Cohen's <emph>d</emph> value with alpha = 0.05, power = 0.90, and effect size = 0.5, was estimated using G*Power 3.1 software based on the total strength and difficulty score. The process to estimate the sample size was from the study of [<reflink idref="bib18" id="ref21">18</reflink>]. A total sample of 200 was established, considering a probable dropout rate of 15%. Subsequently, 100 adolescents were randomly chosen from each location, comprising 104 females and 96 males, with an average age of 13.01 years (<emph>SD</emph> = 1.15). Permission to conduct the study was given by the school authorities after the verification of ethical certificate. Thereafter, signed consent were obtained prior to data collection from the parents and students.</p> <p>Throughout the selection process, factors such as gender, age, and academic standing were carefully controlled. The randomization process involved assigning students to yoga or physical exercise groups using computer-generated random number program. The two groups consisted of yoga (group A) and physical exercise (group B). Interventions were then implemented on each group for 50 minutes per session, three to six classes for 14 weeks. This allowed for a comprehensive investigation into the impacts of yoga and physical exercise on academic scores, emotional, and behavioral problems. The analysis was conducted on 186 students that excluded missing data, outliers, and attendance percentages below 80%. Thus, the analyzed data represented 93% of the initial sample size.</p> <p>Participants in the yoga group engaged in traditional yoga practices and were instructed to maintain each posture in the final position for 30 to 60 seconds. Each posture in the sun salutation sequence was held for 2 to 5 seconds. These practices were performed without the support of props and involved synchronizing breathing patterns with bodily movements to master postures while maintaining awareness of the body, breath, and mind. This form of yogic practice encourages participants to breathe slowly and gently through the nose with the mouth closed, promoting mindfulness and activating the connection between body and heart ([<reflink idref="bib38" id="ref22">38</reflink>]).</p> <p>In addition, academic instructions based on ancient learning principles were provided to enhance academic skills. These principles, rooted in texts such as the Brihadaranyak Upanishad ([<reflink idref="bib47" id="ref23">47</reflink>], pp. 775–777) and the Bhagavad Gita ([<reflink idref="bib43" id="ref24">43</reflink>], pp. 338–340), emphasize attentive listening, reflection, humility, inquiry, and systematic efforts to attain knowledge. These principles were integrated into academic tasks, with a focus on developing effective learning skills.</p> <p>The commentary by Shankaracharya on the sixth verse in section 5 of chapter 4 of the Brihadaranyak Upanishad elucidates the processes of acquiring knowledge through attentive listening (<emph>Shravanam</emph>), contemplation (<emph>Mananam</emph>), and consistent practice (<emph>Nidhidhyasana</emph>). Similarly, commentary by Swami Ramsukhdas on the Bhagavad Gita, specifically in the 34th verse of chapter 4 (Yoga of Knowledge), outlines the process of acquiring knowledge through humility (<emph>Pranipaata</emph>), inquiry (<emph>Pariprashna</emph>), and effort (<emph>Seva</emph>). These ancient principles were integrated into academic instructions imparted for 10 minutes during practice sessions. Students were instructed to follow these guidelines, complete assigned academic tasks daily at home, and submit their work weekly for evaluation.</p> <p>The academic instructions emphasized two main aspects. First, students practiced keen listening by reading aloud and engaging in mental recall of the material. They were encouraged to paraphrase the content in their own words and formulate questions based on their understanding to improve their comprehension through reflection. Second, humility was emphasized through respect for teachers, elders, and parents. Intellectual humility by promoting self-awareness of personal limitations and openness to new knowledge. Inquiry skills were developed by encouraging students to pose structured questions during classroom sessions, facilitating the resolution of doubts and deeper understanding. Finally, students were guided to make systematic efforts to acquire learning skills through repeated practice, enabling them to progress from a surface-level understanding to profound insights. These instructions aimed to cultivate a holistic approach to learning, integrating principles from both the Brihadaranyak Upanishad and the Bhagavad Gita into students' daily academic practices.</p> <p>Group B participated in moderate to vigorous physical exercise training ([<reflink idref="bib35" id="ref25">35</reflink>]). The physical exercise practices aimed to improve mental health, muscular strength, and cardio-respiratory fitness. The details of intervention protocols for Groups A and B are provided in Supplements A and B, respectively.</p> <hd id="AN0189366339-4">Measures</hd> <p></p> <hd id="AN0189366339-5">Academic Score</hd> <p>Each student's scores were in percentage values. The scores from the first semester examination served as preintervention data, while postintervention data were collected from the half-yearly examination.</p> <hd id="AN0189366339-6">Internalizing-Externalizing Behavior</hd> <p>The Strength and Difficulty Questionnaire (SDQ) is a self-report tool available in different versions to measure behavioral and emotional difficulties that can be used to assess mental health problems in adolescents ([<reflink idref="bib22" id="ref26">22</reflink>]). It has both baseline and follow-up assessments ([<reflink idref="bib16" id="ref27">16</reflink>]). For this study, self-report (youth version) was used to collect data from the students. It primarily consists of five subscales measuring emotional symptoms, conduct problems, hyperactivity, peer problems, and pro-social behavior. The total SDQ score is the summation of the first four subscales. The pro-social behavior is measured separately. Internalizing behavior is the sum of peer and emotion domain scores, while externalizing behavior is the sum total of hyperactivity and conduct domain scores.</p> <p>Youth self-report SDQ copies were administered to the students. Instructions pertaining to the questionnaire were read by the volunteers and thereafter students recorded their response against each item by marking the following options. From item 1 to 25, the responses for not true is 0, for somewhat true is 1 and certainly true is 2. Item numbers 7, 11, 14, 21, and 25 are reversed scored. Data were collected for preintervention and postintervention assessments. The reliability score for this study was measured using Cronbach's alpha (α). For the predata, α =.774, and for the postdata, α =.791.</p> <hd id="AN0189366339-7">Plan of Analysis</hd> <p>Preintervention and postintervention data from both the groups were collected for academic score and various domains of SDQ. After eliminating missing values, the data were analyzed for descriptive statistics (mean and standard deviation). The baseline assessment was done to observe group similarities before intervention to ensure standardization. The chi-square test for independence was conducted to observe the change in the number of students from preintervention to postintervention under normal, low-risk, and high-risk categories. Repeated measures of analysis of variance (ANOVA) and post hoc tests with Bonferroni adjustment were conducted on the study variables to analyze intervention impacts on academic performance scores and EBPs. In addition, correlations between academic scores and various domains of SDQ were assessed. Analysis was conducted using Jeffreys's Amazing Statistics Program (JASP) version 0.18.3. ([<reflink idref="bib26" id="ref28">26</reflink>]).</p> <hd id="AN0189366339-8">Results</hd> <p>The baseline measurement indicated statistically nonsignificant differences in the mean scores of both the groups for all the variables. The findings indicated that, in general, the selected groups exhibited similarities in terms of the variables important for the study.</p> <hd id="AN0189366339-9">Test of Independence</hd> <p>The test examined how the change in the number of students having severity of behavioral problems in different domains with the intervention in each group (see Table 1). It assessed the independence between the categorical variables and the number of students in each category.</p> <p>Table 1. Distribution of Number of Students During the Preintervention and Postintervention in Different Category of Risks.</p> <p>Graph</p> <p> <ephtml> <table><colgroup><col align="left" /><col align="char" char="." /><col align="char" char="." /><col align="char" char="." /><col align="char" char="." /><col align="char" char="." /><col align="char" char="." /><col align="char" char="." /><col align="char" char="." /><col align="char" char="." /><col align="char" char="." /><col align="char" char="." /><col align="char" char="." /><col align="char" char="." /><col align="char" char="." /></colgroup><thead><tr><th align="left" rowspan="3">Level of severity</th><th align="center" colspan="7">Yoga group</th><th align="center" colspan="7">Physical exercise group</th></tr><tr><th align="center" colspan="2">Normal</th><th align="center" colspan="2">Low risk</th><th align="center" colspan="2">High risk</th><th align="center" rowspan="2"><italic>p</italic></th><th align="center" colspan="2">Normal</th><th align="center" colspan="2">Low risk</th><th align="center" colspan="2">High risk</th><th align="center" rowspan="2"><italic>p</italic></th></tr><tr><th align="center">Pre</th><th align="center">Post</th><th align="center">Pre</th><th align="center">Post</th><th align="center">Pre</th><th align="center">Post</th><th align="center">Pre</th><th align="center">Post</th><th align="center">Pre</th><th align="center">Post</th><th align="center">Pre</th><th align="center">Post</th></tr></thead><tbody><tr><td>Emotional symptoms</td><td>52</td><td>83</td><td>16</td><td>10</td><td>29</td><td>4</td><td>.001</td><td>59</td><td>64</td><td>10</td><td>10</td><td>20</td><td>15</td><td>.521</td></tr><tr><td>Conduct problem</td><td>37</td><td>68</td><td>19</td><td>18</td><td>41</td><td>11</td><td>.001</td><td>38</td><td>46</td><td>15</td><td>10</td><td>36</td><td>33</td><td>.388</td></tr><tr><td>Hyperactivity</td><td>63</td><td>94</td><td>20</td><td>0</td><td>14</td><td>3</td><td>.001</td><td>60</td><td>74</td><td>15</td><td>9</td><td>14</td><td>6</td><td>.045</td></tr><tr><td>Peer problem</td><td>23</td><td>62</td><td>50</td><td>28</td><td>24</td><td>7</td><td>.001</td><td>44</td><td>46</td><td>30</td><td>29</td><td>15</td><td>14</td><td>.954</td></tr><tr><td>Strength and difficulty</td><td>28</td><td>80</td><td>24</td><td>17</td><td>45</td><td>0</td><td>.001</td><td>36</td><td>42</td><td>23</td><td>27</td><td>30</td><td>20</td><td>.248</td></tr><tr><td>Pro social behavior</td><td>90</td><td>87</td><td>3</td><td>4</td><td>4</td><td>6</td><td>.743</td><td>77</td><td>75</td><td>6</td><td>10</td><td>4</td><td>4</td><td>.605</td></tr></tbody></table> </ephtml> </p> <p>1 <emph>Note.</emph> Strength and difficulty scores: 0–15 (Normal), 16–19 (Clinical problems), 20–40 (Significant risks). Emotional and hyperactivity scores: 0–5 (Normal), 6 (Clinical problems), 7–10 (Significant clinical risks). Conduct and peer-problems scores: 0–3 (Normal), 4 (Conduct, Clinical problems), 4–5 (Peer problems, Clinical problems) and Clinically significant risk: Conduct: 5–10, Peer problems: 6–10. Pro-social behavior: 6–10 (Normal), 5 (Clinical risk), 0–4 (Clinically significant risk): <emph>p: p</emph> <.05 indicates the statistically significant transitions in the number of students from preintervention to postintervention under normal, low and, high risks of emotional and behavioral problems to the normal category.</p> <hd id="AN0189366339-10">Emotional Symptoms</hd> <p>In the analysis comparing preintervention to postintervention data for the yoga group, the chi-square test of independence for normal, low-risk, and high-risk categories revealed a significant result, χ² (<reflink idref="bib2" id="ref29">2</reflink>, _I_N_i_ = 97) = 27.44, <emph>p</emph> <.001. Conversely, the physical exercise group across various categories showed statistically nonsignificant results, χ²(<reflink idref="bib2" id="ref30">2</reflink>, _I_N_i_ = 89) = 1.30, <emph>p</emph> =.521.</p> <hd id="AN0189366339-11">Conduct Problem</hd> <p>When comparing preintervention to postintervention data, the chi-square test of independence in the yoga group across normal, low-risk, and high-risk categories showed a statistically significant change in proportion of students, χ² (<reflink idref="bib2" id="ref31">2</reflink>, _I_N_i_ = 97) = 26.49, <emph>p</emph> <.001. However, the physical exercise group exhibited statistically nonsignificant changes across different categories, χ² (<reflink idref="bib2" id="ref32">2</reflink>, _I_N_i_ = 89) = 1.89, <emph>p</emph> =.388.</p> <hd id="AN0189366339-12">Hyperactivity</hd> <p>The chi-square test of independence for hyperactivity to assess the number of students in predata and postdata across normal, low-risk, and high-risk categories showed statistically significant results in the yoga group, χ² (<reflink idref="bib2" id="ref33">2</reflink>, _I_N_i_ = 97) = 29.42, <emph>p</emph> <.001. Similarly, the physical exercise group displayed statistically significant changes from preintervention to postintervention under specified categories for hyperactivity, χ² (<reflink idref="bib2" id="ref34">2</reflink>, _I_N_i_ = 89) = 6.16, <emph>p</emph> =.045.</p> <hd id="AN0189366339-13">Peer Problem</hd> <p>There was a statistically significant change in the numbers from preintervention to postintervention among yoga students across normal, low-risk, and high-risk categories, χ² (<reflink idref="bib2" id="ref35">2</reflink>, _I_N_i_ = 97) = 33.42, <emph>p</emph> <.001. However, the physical exercise group showed statistically nonsignificant changes from preintervention to postintervention under the defined categories, χ² (<reflink idref="bib2" id="ref36">2</reflink>, _I_N_i_ = 89) = 0.09, <emph>p</emph> =.954.</p> <hd id="AN0189366339-14">Strength and Difficulty</hd> <p>The test of independence for strength and difficulty scores in the yoga group revealed a statistically significant change in the proportion of students across normal, low-risk, and high-risk categories, χ² (<reflink idref="bib2" id="ref37">2</reflink>, _I_N_i_ = 97) = 67.30, <emph>p</emph> <.001. Conversely, in the physical exercise group, the same test showed statistically nonsignificant changes, χ² (<reflink idref="bib2" id="ref38">2</reflink>, _I_N_i_ = 89) = 2.78, <emph>p</emph> =.248.</p> <hd id="AN0189366339-15">Pro-social Behavior</hd> <p>The change in proportion of students across different categories from preintervention to postintervention for pro-social behavior, was statistically nonsignificant, χ² (<reflink idref="bib2" id="ref39">2</reflink>, _I_N_i_ = 97) = 0.59, <emph>p</emph> =.743, in the yoga groups. Similarly, in the physical exercise group, the change in proportion of students was statistically nonsignificant from preintervention to postintervention, χ² (<reflink idref="bib2" id="ref40">2</reflink>, _I_N_i_ = 89) = 1, <emph>p</emph> =.605.</p> <hd id="AN0189366339-16">Repeated Measures of ANOVA</hd> <p>The repeated measures of ANOVA for academic performance and mental health analysis showed a significant main effect in Academic scores (<emph>F</emph>[<reflink idref="bib1" id="ref41">1</reflink>, 184] = 8.35, <emph>p</emph> <.010, η<sups>2</sups> = 0.04), emotional symptoms (<emph>F</emph>[<reflink idref="bib1" id="ref42">1</reflink>, 184] = 7.71, <emph>p</emph> <.010, η<sups>2</sups> = 0.04), conduct problem (<emph>F</emph>[<reflink idref="bib1" id="ref43">1</reflink>, 184] = 10.59, <emph>p</emph> <.001, η<sups>2</sups> = 0.05), hyperactivity (<emph>F</emph>[<reflink idref="bib1" id="ref44">1</reflink>, 184] = 19.92, <emph>p</emph> <.001, η<sups>2</sups> = 0.09), peer-problem (<emph>F</emph>[<reflink idref="bib1" id="ref45">1</reflink>, 184] = 7.88, <emph>p</emph> <.010, η<sups>2</sups> = 0.04), pro-social behavior (<emph>F</emph>[<reflink idref="bib1" id="ref46">1</reflink>, 184] = 7.88, <emph>p</emph> <.010, η<sups>2</sups> = 0.01), strength and difficulty score (<emph>F</emph>[<reflink idref="bib1" id="ref47">1</reflink>, 184] = 22.45, <emph>p</emph> <.001, η<sups>2</sups> = 0.11), internalizing behavior (<emph>F</emph>[<reflink idref="bib1" id="ref48">1</reflink>, 184] = 11.18, <emph>p <</emph>.001, η<sups>2</sups> = 0.06), and externalizing behavior (<emph>F</emph>[<reflink idref="bib1" id="ref49">1</reflink>, 184] = 20.72, <emph>p <</emph>.001, η<sups>2</sups> = 0.1).</p> <p> <emph>Post hoc</emph> analysis with Bonferroni correction showed statistically significant improvement in academic scores, emotional problem, conduct problem, hyperactivity, peer-problem, strength and difficulty score, and internalizing and externalizing behavior with (<emph>p</emph> <.001) after intervention in the yoga group. In the physical exercise group, statistically significant improvements were observed for emotional problem (<emph>p</emph> <.05), hyperactivity (<emph>p</emph> <.01), strength and difficulty score (<emph>p</emph> <.05), and externalizing behavior (<emph>p</emph> <.05).</p> <p>The between-group outcomes showed statistically significant differences in academic scores, emotional problem, and peer-problem (<emph>p</emph> <.01). Moreover, conduct problem, hyperactivity, and strength and difficulty score showed significantly high improvements (<emph>p</emph> <.001). Similarly, internalizing and externalizing behavior showed statistically significant improvements (<emph>p</emph> <.001), shown in Table 2.</p> <p>Table 2. Mean and Standard Deviation of Strength and Difficulty Scores and Academic Performance for Preintervention and Postintervention for Two Groups With Repeated Measures of ANOVA Results.</p> <p>Graph</p> <p> <ephtml> <table><colgroup><col align="left" /><col align="char" char="." /><col align="char" char="." /><col align="char" char="." /><col align="char" char="." /><col align="char" char="." /><col align="char" char="." /><col align="char" char="." /></colgroup><thead><tr><th align="left" rowspan="2">Groups/variable</th><th align="center" colspan="2">Yoga group</th><th align="center" colspan="2">Physical exercise group</th><th align="center" rowspan="2"><italic>F</italic><sub>(1,184)</sub></th><th align="center" rowspan="2"><italic>P</italic> value</th><th align="center" rowspan="2">η<sup>2</sup></th></tr><tr><th align="center">Pre <italic>(M ± SD)</italic></th><th align="center">Post <italic>(M ± SD)</italic></th><th align="center">Pre <italic>(M ± SD)</italic></th><th align="center">Post <italic>(M ± SD)</italic></th></tr></thead><tbody><tr><td>Academic performance</td><td>57.91 ± 12.92</td><td>63.32 ± 12.38<xref ref-type="table-fn" rid="tfn2">***</xref></td><td>57.45 ± 14.18</td><td>58.01 ± 12.65aa</td><td>8.35</td><td><.01</td><td>0.04</td></tr><tr><td>Emotional symptoms</td><td>5.14 ± 2.08</td><td>3.51 ± 1.89<xref ref-type="table-fn" rid="tfn2">***</xref></td><td>4.84 ± 2.12</td><td>4.33 ± 2.14aa<xref ref-type="table-fn" rid="tfn2">*</xref></td><td>7.71</td><td><.01</td><td>0.04</td></tr><tr><td>Conduct problem</td><td>4.06 ± 1.92</td><td>2.67 ± 1.58<xref ref-type="table-fn" rid="tfn2">***</xref></td><td>3.70 ± 1.96</td><td>3.53 ± 2aaa</td><td>10.59</td><td><.001</td><td>0.05</td></tr><tr><td>Hyperactivity</td><td>4.70 ± 1.85</td><td>2.69 ± 1.52a<xref ref-type="table-fn" rid="tfn2">***</xref></td><td>4.51 ± 2.21</td><td>3.78 ± 1.79aaa<xref ref-type="table-fn" rid="tfn2">**</xref></td><td>19.92</td><td><.001</td><td>0.09</td></tr><tr><td>Peer problem</td><td>4.45 ± 1.66</td><td>2.88 ± 1.72<xref ref-type="table-fn" rid="tfn2">***</xref></td><td>3.69 ± 1.88aa</td><td>3.60 ± 1.78aa</td><td>7.88</td><td><.01</td><td>0.04</td></tr><tr><td>Pro-social</td><td>7.86 ± 1.89</td><td>7.88 ± 1.94</td><td>7.74 ± 1.87</td><td>7.46 ± 1.99</td><td>2.08</td><td>>.05</td><td>0.01</td></tr><tr><td>Strength and difficulty</td><td>7.86 ± 1.89</td><td>7.88 ± 1.94<xref ref-type="table-fn" rid="tfn2">***</xref></td><td>7.74 ± 1.87a</td><td>7.46 ± 1.99aaa<xref ref-type="table-fn" rid="tfn2">*</xref></td><td>22.45</td><td><.001</td><td>0.11</td></tr><tr><td>Internalizing-score</td><td>9.60 ± 2.89</td><td>6.38 ± 3.08<xref ref-type="table-fn" rid="tfn2">***</xref></td><td>8.53 ± 3.26a</td><td>7.92 ± 3.20aaa</td><td>11.18</td><td><.001</td><td>0.06</td></tr><tr><td>Externalizing-score</td><td>8.68 ± 3.15</td><td>5.36 ± 2.59<xref ref-type="table-fn" rid="tfn2">***</xref></td><td>8.20 ± 3.31</td><td>7.30 ± 3.22aaa<xref ref-type="table-fn" rid="tfn2">*</xref></td><td>20.72</td><td><.001</td><td>0.1</td></tr></tbody></table> </ephtml> </p> <p>2 <emph>Note.</emph> Symbol a—stands for comparing Groups A with B, and * compares within groups from Baseline to End-line. a or * represents <emph>p</emph> <.05, aa or ** represent <emph>p</emph> <.01, and aaa or *** represent <emph>p</emph> <.001. <emph>p = p</emph> <.05 supports the effect of intervention; <emph>F =</emph> it determines if the mean values of two groups differ significantly. It is calculated by dividing mean square between groups by mean square within groups; η<sups>2</sups> = Eta squared in ANOVA quantifies the proportion of variance in the dependent variable explained by the independent variable.</p> <hd id="AN0189366339-17">Correlation</hd> <p>Pearson's correlation has shown a negative correlation of academic scores with emotional symptoms:, <emph>r</emph>(<reflink idref="bib95" id="ref50">95</reflink>) = −0.43, <emph>p</emph> <.001, conduct problem, <emph>r</emph>(<reflink idref="bib95" id="ref51">95</reflink>) = −0.51, <emph>p</emph> <.001, hyperactivity, <emph>r</emph>(<reflink idref="bib95" id="ref52">95</reflink>) = −0.36, <emph>p</emph> <.001, peer problems, <emph>r</emph>(<reflink idref="bib95" id="ref53">95</reflink>) = −0.4, <emph>p</emph> <.001, and positive correlation of emotional symptoms with conduct problems:, <emph>r</emph>(<reflink idref="bib95" id="ref54">95</reflink>) = 0.38, <emph>p</emph> <.001, hyperactivity, <emph>r</emph>(<reflink idref="bib95" id="ref55">95</reflink>) = 0.3, <emph>p</emph> <.01, peer problems, <emph>r</emph>(<reflink idref="bib95" id="ref56">95</reflink>) = 0.5, <emph>p</emph> <.001, as shown in Figure 2.</p> <p>Graph: Figure 2. Correlations: Academic Performance and Emotional and Behavioral Problems Domains.</p> <hd id="AN0189366339-18">Discussion</hd> <p>This study with a two-group randomized control design assessed the effects of yoga and physical exercise on EBPs and academic performance among adolescent students. Primarily, the findings reveal that yoga practices are more effective in alleviating behavioral issues and enhancing academic performance compared to physical exercise training. For all the domains of EBPs, the number of students in the low- and high-risk categories was significantly reduced and as a result the number increased in the normal category in the yoga group compared to the physical exercise group. But the number was reduced significantly for low-risk and high-risk groups.</p> <p>The study provided a traditional methods of mind-body practice with add-on academic learning techniques. These practices formed the basis for a new interventional strategy to address problems involving behavioral issues and low academic performance. Yoga involves slow, steady, and harmonious body postures with focused and regulated breathing. These practices improve executive function, including suppression of distracting information, and enhance focus ([<reflink idref="bib53" id="ref57">53</reflink>]). The practice of mind-body coordination also improves coping with stress by evaluating situations and responding effectively ([<reflink idref="bib40" id="ref58">40</reflink>]). Enhanced mental abilities help students focus on academic tasks, avoid distractions, and be mindful in learning. These mental attributes are further supported by the learning activities such as attentive listening, inquisitiveness, reflection, and positive affirmations. The enhanced learning abilities help students to gain deeper insights about the subject-matter and construct new knowledge.</p> <p>The better improvement in academic performance in the yoga group aligns with the previous studies as follows. These studies suggest that the practice of yoga has a potential to regulate cognitive functions such as attention-span, memory, mental balance, and processing retention ([<reflink idref="bib25" id="ref59">25</reflink>]; [<reflink idref="bib42" id="ref60">42</reflink>]). These cognitive enhancements can lead to improved test scores and overall academic achievement. Evidences support that yoga promotes relaxation and rejuvenation, which can improve energy levels and alleviate feelings of fatigue and lethargy that may hinder academic engagement ([<reflink idref="bib21" id="ref61">21</reflink>]). Consequently, yoga promotes a state of inner tranquility and equilibrium, enabling students to navigate academic challenges with greater confidence and composure.</p> <p>Tranquil and a balanced state of mind can boost brain-derived neurotrophic factor (BDNF), lower brain wave frequencies, and increase brain oxygenation ([<reflink idref="bib12" id="ref62">12</reflink>]; [<reflink idref="bib15" id="ref63">15</reflink>]). Regular yoga practice raises serum BDNF levels, indicating potential neuroprotective and neurotrophic effects ([<reflink idref="bib55" id="ref64">55</reflink>]). Elevated BDNF levels enhance synaptic plasticity, neurogenesis, and overall brain health, impacting memory, learning, and executive function ([<reflink idref="bib32" id="ref65">32</reflink>]; [<reflink idref="bib37" id="ref66">37</reflink>]). Yoga enhances Gamma-aminobutyric acid (GABA) in the central nervous system and gray matter volume (GMV) by improving neuroplasticity ([<reflink idref="bib11" id="ref67">11</reflink>]; [<reflink idref="bib52" id="ref68">52</reflink>]). It affects positively various brain regions such as the insula, cingulate cortex, medial prefrontal cortex, inferior and superior parietal lobes among others while it increases intrainsular white matter connectivity ([<reflink idref="bib48" id="ref69">48</reflink>]). These brain areas govern attention, awareness, focus, memory, and other cognitive functions, potentially improving academic performance.</p> <p>The study findings indicate that yoga exerts a significant influence on the regulation of emotional and behavioral challenges among adolescents, surpassing the effects of physical exercise alone. This efficacy is attributed to relaxation and mindfulness induced by yoga ([<reflink idref="bib41" id="ref70">41</reflink>]). Mental resilience functions as an effective coping mechanism, addressing a diverse range of emotional needs and challenges encountered during this developmental period ([<reflink idref="bib51" id="ref71">51</reflink>]). Furthermore, when yoga is integrated with intellectual inquiry and contemplation, it enhances awareness of bodily and mental functions. The heightened awareness prompts proactive measures to manage disruptive emotions and behaviors, especially pertinent amid the multifaceted changes experienced by adolescents ([<reflink idref="bib2" id="ref72">2</reflink>]). The efficacy of yoga in adolescent development highlights the need for active participation and being mindful in yoga practice. Such engagement facilitates a deeper understanding of personal limitations and challenges, thereby enhancing self-awareness, as suggested by [<reflink idref="bib9" id="ref73">9</reflink>]. The outcome motivates adolescents to navigate through the complexities and challenges of the developmental phase.</p> <p>This study found a negative correlation between academic scores and various domains of EBPs, such as emotional symptoms, conduct problems, hyperactivity, and peer problems. This correlation suggests that disrupted emotional and behavioral issues can affect academic performance. The findings are consistent with previous research ([<reflink idref="bib5" id="ref74">5</reflink>]). Reduced emotional distress observed in the yoga group imply that yoga practice can positively impact emotional regulation and mental health. These findings align with prior studies showing that yoga promotes positive cognitive restructuring, aiding in emotional management and symptom alleviation ([<reflink idref="bib29" id="ref75">29</reflink>]; [<reflink idref="bib46" id="ref76">46</reflink>]). The study also found a positive relationship of dysfunctional emotion with conduct problems, hyperactivity, and peer problems. This indicates that emotional symptoms can lead to disengagement from academic activities ([<reflink idref="bib54" id="ref77">54</reflink>]). Peer problems can significantly impact students' social, emotional, and academic well-being. The evidence suggests that yoga practices reduced peer problems, potentially developing positive social relationships and overall development ([<reflink idref="bib30" id="ref78">30</reflink>]; [<reflink idref="bib45" id="ref79">45</reflink>]).</p> <p>The yoga group's improvement in conduct problems compared to the exercise group suggests that yoga practice can enhance impulse control, self-discipline, and pro-social behavior ([<reflink idref="bib6" id="ref80">6</reflink>]; [<reflink idref="bib34" id="ref81">34</reflink>]). Yoga enhances mindfulness and self-reflection. It promotes self-regulation and reduces antisocial behaviors ([<reflink idref="bib13" id="ref82">13</reflink>]). The decrease in hyperactivity seen in the yoga group suggest the modulating effect of yoga to manage energy levels and attention span ([<reflink idref="bib4" id="ref83">4</reflink>]). Mindful movements and breathing techniques in yoga promote attention control, reducing restlessness and hyperactivity ([<reflink idref="bib19" id="ref84">19</reflink>]). Significant improvements across various domains of EBPs in the yoga group indicate comprehensive benefits for psychological well-being and social functioning. This work emphasizes protective mechanism for mental health issues and higher resilience from EBPs. Moreover, yoga qualifies as a moderate-intensity physical activity; it presents a promising option for meeting public health guidelines and promoting health benefits, especially among adolescents ([<reflink idref="bib49" id="ref85">49</reflink>]).</p> <hd id="AN0189366339-19">Conclusion</hd> <p>The findings suggest that participating in a yoga program involving slow and steady yoga postures, synchronized with breathing can offer a wide range of benefits for academic performance, emotional well-being, and social functioning compared to engaging in a regular exercise routine only. These benefits may be attributed to the all-inclusive nature of yoga, which integrates physical, mental, emotional, and intellectual aspects for general well-being and academic excellence. In addition, the combined yoga practice enhances pro-social behavior, reduces hyperactivity, and addresses peer problems. Therefore, integrating yoga into school curricula maybe considered as an option for promoting comprehensive mental health and academic success of adolescent students. Although more research is needed to understand its mechanisms and long-term effects, the current findings suggest the incorporation of yoga intervention into educational settings for handing mental health issues and academic performance.</p> <hd id="AN0189366339-20">Supplemental Material</hd> <p>Graph: Supplemental material, sj-pdf-1-ebx-10.1177_10634266241301371 for Effectiveness of Yoga and Physical Exercises on Emotional and Behavioral Problems and Academic Performance Among Indian Adolescents: A Randomized Trial by Mangesh Pandey, Krishna Dwivedi and Narayan Behera in Journal of Emotional and Behavioral Disorders</p> <ref id="AN0189366339-21"> <title> References </title> <blist> <bibl id="bib1" idref="ref10" type="bt">1</bibl> <bibtext> Agnafors S., Barmark M., Sydsjö G. (2021). 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Practical Assessment, Research, and Evaluation, 20(1), 5. https://doi.org/10.7275/hz5x-tx03</bibtext> </blist> </ref> <ref id="AN0189366339-22"> <title> Footnotes </title> <blist> <bibtext> In the study, no adverse effects were noted except for mild occurrences of headache, muscle ache, and physical fatigue during the initial days of yoga and physical exercise practices.</bibtext> </blist> <blist> <bibtext> The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.</bibtext> </blist> <blist> <bibtext> The author(s) received no financial support for the research, authorship, and/or publication of this article.</bibtext> </blist> <blist> <bibtext> The university's Institutional Ethical Committee has granted ethical approval to the first author for conducting this research. Moreover, this study adheres to the ethical guidelines outlined in the Declaration of Helsinki concerning the involvement of human participants.</bibtext> </blist> <blist> <bibtext> Mangesh Pandey</bibtext> </blist> <blist> <bibtext>Graph</bibtext> </blist> <blist> <bibtext>https://orcid.org/0000-0003-0144-5813 Narayan Behera</bibtext> </blist> <blist> <bibtext>Graph https://orcid.org/0000-0002-6414-6362</bibtext> </blist> <blist> <bibtext> Supplemental material for this article is available at https://doi.org/10.1177/10634266241301371</bibtext> </blist> </ref> <aug> <p>By Mangesh Pandey; Krishna Dwivedi and Narayan Behera</p> <p>Reported by Author; Author; Author</p> </aug> <nolink nlid="nl1" bibid="bib56" firstref="ref1"></nolink> <nolink nlid="nl2" bibid="bib20" firstref="ref2"></nolink> <nolink nlid="nl3" bibid="bib24" firstref="ref3"></nolink> <nolink nlid="nl4" bibid="bib31" firstref="ref4"></nolink> <nolink nlid="nl5" bibid="bib57" firstref="ref6"></nolink> <nolink nlid="nl6" bibid="bib28" firstref="ref7"></nolink> <nolink nlid="nl7" bibid="bib17" firstref="ref8"></nolink> <nolink nlid="nl8" bibid="bib36" firstref="ref11"></nolink> <nolink nlid="nl9" bibid="bib14" firstref="ref12"></nolink> <nolink nlid="nl10" bibid="bib23" firstref="ref13"></nolink> <nolink nlid="nl11" bibid="bib39" firstref="ref14"></nolink> <nolink nlid="nl12" bibid="bib10" firstref="ref16"></nolink> <nolink nlid="nl13" bibid="bib33" firstref="ref17"></nolink> <nolink nlid="nl14" bibid="bib44" firstref="ref18"></nolink> <nolink nlid="nl15" bibid="bib27" firstref="ref19"></nolink> <nolink nlid="nl16" bibid="bib50" firstref="ref20"></nolink> <nolink nlid="nl17" bibid="bib18" firstref="ref21"></nolink> <nolink nlid="nl18" bibid="bib38" firstref="ref22"></nolink> <nolink nlid="nl19" bibid="bib47" firstref="ref23"></nolink> <nolink nlid="nl20" bibid="bib43" firstref="ref24"></nolink> <nolink nlid="nl21" bibid="bib35" firstref="ref25"></nolink> <nolink nlid="nl22" bibid="bib22" firstref="ref26"></nolink> <nolink nlid="nl23" bibid="bib16" firstref="ref27"></nolink> <nolink nlid="nl24" bibid="bib26" firstref="ref28"></nolink> <nolink nlid="nl25" bibid="bib95" firstref="ref50"></nolink> <nolink nlid="nl26" bibid="bib53" firstref="ref57"></nolink> <nolink nlid="nl27" bibid="bib40" firstref="ref58"></nolink> <nolink nlid="nl28" bibid="bib25" firstref="ref59"></nolink> <nolink nlid="nl29" bibid="bib42" firstref="ref60"></nolink> <nolink nlid="nl30" bibid="bib21" firstref="ref61"></nolink> <nolink nlid="nl31" bibid="bib12" firstref="ref62"></nolink> <nolink nlid="nl32" bibid="bib15" firstref="ref63"></nolink> <nolink nlid="nl33" bibid="bib55" firstref="ref64"></nolink> <nolink nlid="nl34" bibid="bib32" firstref="ref65"></nolink> <nolink nlid="nl35" bibid="bib37" firstref="ref66"></nolink> <nolink nlid="nl36" bibid="bib11" firstref="ref67"></nolink> <nolink nlid="nl37" bibid="bib52" firstref="ref68"></nolink> <nolink nlid="nl38" bibid="bib48" firstref="ref69"></nolink> <nolink nlid="nl39" bibid="bib41" firstref="ref70"></nolink> <nolink nlid="nl40" bibid="bib51" firstref="ref71"></nolink> <nolink nlid="nl41" bibid="bib29" firstref="ref75"></nolink> <nolink nlid="nl42" bibid="bib46" firstref="ref76"></nolink> <nolink nlid="nl43" bibid="bib54" firstref="ref77"></nolink> <nolink nlid="nl44" bibid="bib30" firstref="ref78"></nolink> <nolink nlid="nl45" bibid="bib45" firstref="ref79"></nolink> <nolink nlid="nl46" bibid="bib34" firstref="ref81"></nolink> <nolink nlid="nl47" bibid="bib13" firstref="ref82"></nolink> <nolink nlid="nl48" bibid="bib19" firstref="ref84"></nolink> <nolink nlid="nl49" bibid="bib49" firstref="ref85"></nolink>
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Items – Name: Title
  Label: Title
  Group: Ti
  Data: Effectiveness of Yoga and Physical Exercises on Emotional and Behavioral Problems and Academic Performance among Indian Adolescents: A Randomized Trial
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  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Mangesh+Pandey%22">Mangesh Pandey</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0144-5813">0000-0003-0144-5813</externalLink>)<br /><searchLink fieldCode="AR" term="%22Krishna+Dwivedi%22">Krishna Dwivedi</searchLink><br /><searchLink fieldCode="AR" term="%22Narayan+Behera%22">Narayan Behera</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6414-6362">0000-0002-6414-6362</externalLink>)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Journal+of+Emotional+and+Behavioral+Disorders%22"><i>Journal of Emotional and Behavioral Disorders</i></searchLink>. 2025 33(4):222-231.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 10
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2025
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Emotional+Problems%22">Emotional Problems</searchLink><br /><searchLink fieldCode="DE" term="%22Behavior+Problems%22">Behavior Problems</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Adolescents%22">Adolescents</searchLink><br /><searchLink fieldCode="DE" term="%22Underachievement%22">Underachievement</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Exercise%22">Exercise</searchLink><br /><searchLink fieldCode="DE" term="%22Physical+Activities%22">Physical Activities</searchLink><br /><searchLink fieldCode="DE" term="%22Metacognition%22">Metacognition</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Prosocial+Behavior%22">Prosocial Behavior</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22India%22">India</searchLink>
– Name: SubjectThesaurus
  Label: Assessment and Survey Identifiers
  Group: Su
  Data: <searchLink fieldCode="SU" term="%22Strengths+and+Difficulties+Questionnaire%22">Strengths and Difficulties Questionnaire</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1177/10634266241301371
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1063-4266<br />1538-4799
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Emotional and behavioral issues in adolescents pose significant obstacles to psychological well-being and academic achievement, potentially leading to severe mental health conditions. The escalating prevalence of these behavioral challenges can adversely affect a nation's educational, economic, and social health. This study aims to find appropriate solutions to behavioral problems and academic underperformance in adolescents through a two-arm randomized trial. It involves 200 students from distinct locations in India. Intervention encompasses integrated practices of yoga and physical exercises independently. Incorporation of ancient learning principles introduces a novel facet to the intervention protocol for educational and developmental purposes. Participants were evenly distributed across yoga and physical exercise groups. Preintervention and postintervention are evaluated through Strength and Difficulty Questionnaire alongside assessment of academic score of students. Findings exhibit a noteworthy transition among yoga group participants for behavioral problems from clinical risk status to normalized levels. Examination of the correlation between academic performance with various emotional and behavioral problems underscored the detrimental impact of these issues on scholastic attainment. Notably, the influence of yoga surpassed that of physical exercise in enhancing academic performance and mitigating emotional problems, conduct issues, hyperactivity, peer-related challenges, and overall strength and difficulty symptoms. The results suggest that the school-based interventions involving moderate to vigorous physical activity may be considered as a strategy to address adolescent mental health concerns and to enhance academic outcomes. It is further suggested that the policymakers and health professionals can explore such activities as an option to address the growing prevalence of mental health disorders.
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  Label: Entry Date
  Group: Date
  Data: 2025
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  Label: Accession Number
  Group: ID
  Data: EJ1489809
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1489809
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  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1177/10634266241301371
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 10
        StartPage: 222
    Subjects:
      – SubjectFull: Emotional Problems
        Type: general
      – SubjectFull: Behavior Problems
        Type: general
      – SubjectFull: Academic Achievement
        Type: general
      – SubjectFull: Adolescents
        Type: general
      – SubjectFull: Underachievement
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      – SubjectFull: Intervention
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      – SubjectFull: Exercise
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      – SubjectFull: Physical Activities
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      – SubjectFull: Metacognition
        Type: general
      – SubjectFull: Program Effectiveness
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Prosocial Behavior
        Type: general
      – SubjectFull: India
        Type: general
      – SubjectFull: Strengths and Difficulties Questionnaire
        Type: general
    Titles:
      – TitleFull: Effectiveness of Yoga and Physical Exercises on Emotional and Behavioral Problems and Academic Performance among Indian Adolescents: A Randomized Trial
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            NameFull: Krishna Dwivedi
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