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Yoga Improves Academic Performance in Urban High School Students Compared to Physical Education: A Randomized Controlled Trial
Author(s) -
Hagins Marshall,
Rundle Andrew
Publication year - 2016
Publication title -
mind, brain, and education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.624
H-Index - 35
eISSN - 1751-228X
pISSN - 1751-2271
DOI - 10.1111/mbe.12107
Subject(s) - mindfulness , psychosocial , randomized controlled trial , academic achievement , psychology , physical therapy , physical education , class (philosophy) , medicine , clinical psychology , mathematics education , psychiatry , artificial intelligence , computer science
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 .