Yoga Improves Academic Performance in Urban High School Students Compared to Physical Education: A Randomized Controlled Trial. Issue 2 (25th May 2016)

• Record Type: Journal Article
• Authors: Hagins, Marshall; Rundle, Andrew
• Is Part Of: Mind, brain and education. Volume 10:Issue 2(2016)
• Page Start: 105
• Page End: 116
• Publication Date: 2016-05-25
• Subjects: Cognitive learning -- Periodicals; Education -- Research -- Periodicals; Developmental psychobiology -- Periodicals; Cognitive neuroscience -- Periodicals; Cognitive science -- Periodicals; Apprentissage cognitif -- Périodiques; Éducation -- Recherche -- Périodiques; Psychobiologie du développement -- Périodiques; Neurosciences cognitives -- Périodiques; Sciences cognitives -- Périodiques; 612.8233
• DOI: 10.1111/mbe.12107
• Languages: English
• ISSNs: 1751-2271

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.