Yoga Improves Academic Performance in Urban High School Students Compared to Physical Education: A Randomized Controlled Trial

Autor/inn/en	Hagins, Marshall; Rundle, Andrew
Titel	Yoga Improves Academic Performance in Urban High School Students Compared to Physical Education: A Randomized Controlled Trial
Quelle	In: Mind, Brain, and Education, 10 (2016) 2, S.105-116 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1751-2271
DOI	10.1111/mbe.12107
Schlagwörter	Physical Activities; Academic Achievement; Grade Point Average; Physical Education; Comparative Analysis; Public Schools; High School Students; Metacognition; Executive Function; Well Being; Assignments; Correlation; Student Participation; Urban Schools; New York (New York) + Suchen Sie Ihr Suchwort? Schulleistung; Körpererziehung; Sportunterricht; Public school; Öffentliche Schule; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Well-being; Wellness; Wohlbefinden; Assignment; Auftrag; Zuweisung; Korrelation; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule
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. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01