effect of yogic practices on emotional...

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SUMMARY

INTRODUCTION

“Health is the supreme foundation of virtue, wealth,

enjoyment and salvation. Diseases are destroyers of

health, of good life, and even of life itself.”

-Charak

Health is perceived as multidimensional process involving

the well-being of the whole person in the context of the

environment. Health is an integral concept which comprehends

the totality of our being. True health must include not only

physical fitness but also the simultaneous psychological and

spiritual well-being (Mallapa and Shanker, 2006).

Today depression, stress, anxiety and strain have become so

much pervasive in every society that even the school children,

adolescents, college students are not spared. In relation to high

anxiety created due to stress factors , the experts remark that "the

raised stress levels are typical in adolescents of general and final

year school students (Cairns, McWhirter, Barry & Duffy,

1991) .

In the 21s t

century importance of mental health is an

essential pre-requisite for improving educat ional performance of

the students and prevention of neuroticism and psychosis. In

recent times, there is an increase in adjustment problems of

adolescents, which psychologists emphasize, are due to poor

mental health. Estimates of the prevalence of mild to severe

depressive syndromes in adolescents typically range between 20 -

32% (U.S. Department of Health and Human Services, 1996).

The aspect of mind which most powerfully affects the body

and especially the nervous and endocrine systems is its emotional

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side. In order to understand how we are affected by emotions,

mild or violent, we have simply to know what emotions are and

how they enter into our very being. Love, anger , hatred,

jealousy, envy, fear, disgust, distress, regret, remorse,

despondency, despair, confidence, hope, shame, pity, admiration,

reverence, devotion, gratitude are all emotions. These emotions

are found to affect our body more or less profoundly according to

the degree of their intensity. If the emotions are violent and

sudden they may prove even deadly. When the emotions are not

powerful, but are less violent, they may not lead to death, but

they may so affect the nervous system that some disease may

appear as consequence.

Unemployment, population explosion, industrialization,

urbanization and modernization of life have been badly affecting

the human beings both physiologically and psychologically. The

emotional problems and other mental health problems like

increased anxiety, depression, etc. among adolescents may lead

to serious common problems as those of anxiety disorder,

phobias, panic disorder, attention-deficit/hyperactivity disorder,

conduct disorder, and antisocial behavior, etc. Emotion that are

less violent, although they do not immediately show any serious

disturbances, surely have an injurious effect upon the different

systems of the human organism . There are particular emotions

like hope, confidence, joy, happiness which exercise a healthy

influence upon the nervous system (Swami Kuvalayananda,

1993).

Anxiety, stress, and mental health problems in young

generation are a result of cut-throat competitions. These

problems are infecting the present generation at a very high

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speed. Time to time educationist, psychologist and mental health

professionals are called by the government for finding out the

remedy. At the present juncture it looks that one has to confine

oneself to pressing problems of students. Pressure of competitive

life, insufficient knowledge of the academic courses, wrong

choices and parental pressure, male/female relationship in school

crises situations like new schools, new medium of instruction and

failure in examination have their cascading effect. The teacher,

his problems, the qualities of the teacher, the staff -students

relationship, causes of student indiscipline, changing pattern of

the society and its impact on parent/child relationship, influence

of mass media of communication and the aspect of cultural shock

add to the already troubled child (Quaker Oatmeal, 2001).

Emotional and behavioural problems caused due to direct

or severe forms of psychological treatment may manifest in the

form of learning disorder in childhood (e.g. lying, depression,

aggression) and psychological distress in adulthood (Biederman,

Faraone, & Buraback, 2001). The gravity of the problem had

led the researchers to find out the most efficient ways of dealing

with various mental health problems in different perspectives i.e.

medical, psychotherapeutic and miteu. Medical Professionals had

come forward to deal with the problems pha rmaceutically but

anybody would disagree of the huge cost involved along with the

side effects and difficulty in universal cure, because of varied

nature of problems varying from individual to individual. Any

therapy which is costless with no side-effects and of universal

application, not only in terms of applications to variety of

illness, but also to different individuals with numerous

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interlinked problems is sure to find place among due world's best

healers.

Yoga now-a-days looked upon as a system of medicine.

Yoga provides one of the best means of self -improvement and

attaining one's full potential. In the advanced stages of yoga,

super conscious states are attained which result in a feeling of

bliss, deep peace and emergence of psychic powers. Yoga can be

the most effective and economical therapeutic approach to deal

with such problems. Yoga was developed and perfected over the

centuries by philosophers and mystics in India. It is basically a

method by which one increases the body's supply of energy and

removes any interference to the transmission of energy

throughout the body. Yoga is one of oldest forms of healing

therapy which has been practicing for more than 5000 years.

Patanjali has attempted to define clearly the sense of the

term in the "Yoga Sutra" :

Yogaschittavrittinirodha 2

Patanjali Yogpradeep

(Samadhi Padah/2, p.146)

Here 'nirodha' has modifications which means that yoga is

the restrain of mental fluctuations and been employed in the

sense of a verb, in the sense of purposeful action undertaken in

order to achieve a specific end. The basic premise on which the

science of Yoga has been developed is that our body is composed

of following three parts:

(a) The physical body which consists of muscles, bones,

blood vessels, cells etc.

(b) The vital body consisting of energy that manifests in

the form of emotions.

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(c) The mind which is responsible for the thought

process.

The ultimate aim of Yoga is to control over one's emotions

and thought process thereby giving the ability to face situation of

pleasure and pain with equanimity. Yoga is an Indian system with

its philosophy deeply imbedded in India's culture and tradition.

Ancient sages designed many acceptable solutions for common

physical and mental disorder. The merits of Yoga are now being

increasingly recognized and many outside India have begun to

show keen interest in its theory and practice.

There are many common ailments like hypertension,

bronchial asthma, diabetes, stress, anxiety and so on which

cannot be ordinarily cured by drugs. Several diseases which are

Psychosomatic do not have drug which could eradicate them

since they depends mostly on the condition. Many health

problems that one comes across are often more related to the

mind than the body. Hence if one can acquire control over our

mind many of the health disorders can be removed.

EMOTIONAL SUFFERING AND YOGIC MANAGEMENT

No clinical research in Yoga seemed to have been

undertaken until 1950‟s. When the occidental world came in

contact with Yoga they looked at it if it could serve as a solution

to their problems. An increasing number of people in the society

are affected by physical discomforts, which have a psychological

background. Gastric ulcers, hyperacidity, headaches,

hypertensions, stress, anxiety, etc, are the forms of these

psychosomatic diseases as they are called. Traditional medical

scientists have been occupied with research to find medical

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remedies and this has been relatively successful. But

unfortunately these medicines seem to have unwanted secondary

effects. Benson and his co-workers (1972) have shown from a

number of controlled studies, the lowering effect of

transcendental meditation on hypertension (Benson et al. , 1973).

According to Samkhya , the three gunas produce feelings of

pleasure, pain and dejection. Feelings are experienced by the

antahkarana (the manifest mind), not by the self.

“Tasya Heturvidhya” 24


(Sadhana Padah/24, p. 345)

In the Yoga Sutras (2.24) it is said that avidya , i.e. false

knowledge, is the cause of the self 's experience of pleasure and

pain. It is the recollection of pleasure experienced on a former

occasion that leads to attachment towards objects. Samkhya

elucidates three kinds of pain: (i) Adhyatmika dukha - bodily pain

and mental pain caused by emotion and passion, (ii) Adhibhautika

dukha - pain caused by beasts, reptiles, human beings, etc., and

(iii) Adhidaivika dukha - pain due to natural calamities.

According to Patanjali , Yoga Sutras also identify three

kinds of pain: (i) Parinama dukha - pain due to change, (ii) Tapa

dukha - pain due to anxiety, and (iii) Samskara dukha - pain due

to past impressions".

“Avidhya Asmita Rag Daveshabhinivesha Klesha” 3


(Sadhana Padah /3, p.282)

Patanjali states that the causes of pain are the kleshas

(afflictions) inside our very being at the subconscious level. The

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whole spectrum of emotion manifests due to the presence of the

kleshas . The kleshas are avidya (ignorance), asmita (I-feeling),

raga (liking), dvesha (repulsion) and abhinivesha (fear of death).

Emotions are generated when a trifling incident or insult is

magnified. Avidya is considered to be the source of the other

kleshas and is the main culprit in causing emotional upheaval. In

other words, emotions which arise due to affliction are traced to

delusion regarding the real nature of the self. The five kleshas

are the building blocks or the substrata of the collective

unconscious. Any emotional state can be traced back to one of

the five kleshas . So the root matrix of these kleshas is avidya ,

which results in identification with the world of name, form, idea

and time. As the principle of duality starts to prevail, the true

nature of the self is forgotten and the individual becomes fully

involved with the transient world, which again leads to attraction,

repulsion and finally fears of losing the self -identity (which here

is conditioned by the external world), i .e. fear of death. The

kleshas generate violence in thought, speech and deed and are

abetted by greed, anger and delusion, causing endless pain to one

and to others.

To cope with this state of mind and body, Patanjali

recommended practices from Raja Yoga, Jnana Yoga, Karma

Yoga and Bhakti Yoga, and a way of leading one's life. Many

physical and mental states which create obstacles in the path of

yoga arise due to the mental and physical symptoms of emotional

conditions. These obstacles, which include disease, dullness,

doubt, procrastination, laziness, craving, errors of perception,

instability, pain, depression, irregular breathing, etc., need to be

removed in order to progress on the path of yoga. According to

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Patanjali , they can be removed by cultivating friendliness,

compassion, gladness and indifference for the happy, the

miserable, the virtuous and the wicked respectively. In this way

the mind becomes purified and peaceful. For this to happen an

attitude of vairagya (non-attachment) needs to prevail.

It has been the experience of the great saints and seers that

all the different yogic techniques or practices are effective when

the environment, both internal and external, is supportive. In the

Bhagavad Gita (6:17) it is said, "Yoga becomes the destroyer of

pain and misery for one who is moderate in eating and recreation,

whose engagement in action is balanced and whose sleeping and

waking is balanced."

JUSTIFICATION OF THE STUDY

Stress according to yoga is an uncontrolled surge of

emotions like intense desire, anger, anxiety etc. When the stress

is prolonged, the persons lose their capacity to come out of the

clutches of the loop of intensely heightened activity that shows

up as imbalances in the function of the autonomic nervous

system. This shows up as generalized complaints like mental ill

health, anxiety, fatigue, addictions, depression, regression,

fatigue, guilt, arousal etc or as localized problems (asthma). Role

of yoga is to reduce the force and speed of these viol ent surges of

emotion has been sufficiently validated by many workers through

psycho physiological studies.

The yogic practices will doubtless pane a long way in

regenerating the race and producing a mentally sound race that

could bear the various stress and come out successfully to create

a healthy human society. Education is the foundation on which

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the whole structure of our society rests. Today with the opening

of new institutional there has been a great physical expansion to

cater the need for growing s tudents each year. Education however

is not judged by expansion. Thus quality education is a great

need of the hour. The UNICEF'S, 'State of World's Children

2004' report released with a stirring call to link education with

social reforms health and family welfare activities as a new

approach to the human resource management. To meet this

challenge, still it is important to understand the wide complexes

that have grown in our society which is haunting the students at

all levels viz. mental, physical and social level. In older days,

Yogãsanas were practiced in Gurukuls and the people were strong

and healthy, both mentally and physically. But if one wants to

introduce Asanas in schools, it requires experimental

justification before changing the school curricu lum.

From literature it would be clear that Yogãsanas increase

concentration, improve mental health and stimulate the learning

of the students. Many advocates of the Yogãsanas express the

same view but it require systematic experimentations at various

levels with different content matter. Yoga promotes physical and

mental health, rather than being curative medicine or seeking

physical well-being alone (Singh, 1986) . The present study was

intended to determine the effectiveness of yogic practices on

emotional states, concentration and academic achievement of

senior secondary school students. The present investigation is a

venture in determining the state and providing a therapy which is

free from side effects and can be universally applied.

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STATEMENT OF THE PROBLEM

The problem under investigation is as under:

“EFFECT OF YOGIC PRACTICES ON EMOTIONAL STATES,

CONCENTRATION AND ACADEMIC ACHIEVEMENT OF

SENIOR SECONDARY SCHOOL STUDENTS”

OPERATIONAL DEFINITIONS OF THE TERMS USED

1. Yogic Practices

According to Patanjali(n.d), yogic practices are classified

as: (i) Yama a practice for improvement in our social behaviour,

(ii) Niyama a practice for improvement in our personal

behaviour, (iii) Asanas (Physical postures), (iv) Pranayama , (v)

Pratyahara , (vi) Dharna, (vii) Dhyana (Meditation) and (viii)

Attainment of super consciousness.

In the present study, yogic practices comprise of the following:

1. Asanas (Sukhasana , Siddhasana , Padmasana , Tadasana ,

Yogmudra, Gyana Mudra, Vajrasana , Bujangasana ,

Shalabhasana , Dhanurasana , Pawanmuktasana , Makrasana ,

Chakrasana , Halasana , Sarvangsamsana, Simhasana ,

Shavasana).

2. Pranayama (Anulom-Vilom Pranayama , Kapal Bhati, Bhramari

Pranayama , Uni-nostril Breathing).

3. Tratak , Pran-Apan meditation .

4. Laughter

5. Devotional Songs/Mantras .

2. Emotional States

Emotional states are specific manifestations of non -verbal

expression of feelings of agreement, amusement, anger, control,

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disagreement, disgust, disliking, embarrassment, fear, guilt,

happiness, hate, interest, liking, love, sadness, shame, surprise

and uncertainty (LeDoux, 1986) .

In the present study, Emotional States comprised of the

following: Stress, Anxiety, Depression, Regression, Fatigue,

Guilt, Extraversion, and Arousal (Cattell et al. , 1976).

3. Concentration

According to Digit Letter Substitution Test (DLST),

concentration means to bring to a common point, to focus,

intense mental application, and complete attention. Attention is

the cognitive process of concentration on one aspect of the

environment while ignoring other things.

4. Academic Achievement

It encompasses student's ability and performance, it is

multidimensional, intricately related to human growth and

cognitive, emotional, social and physical development, it reflect

the whole child, i t is not related to a single instance, but occurs

across time and levels, through students life in public school and

on post secondary years and working life (Steinberger, 1993).

Academic achievement is an index of the amount learned

during the course. In the present study, total marks obtained by

the senior secondary school students in the final exam will be

considered as their academic achievement.

5. Senior Secondary School Students

The senior secondary school students refer to students

pursuing education at senior secondary level i.e. students

studying in class XI and XII only.

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OBJECTIVES OF THE STUDY

1. To study the emotional states of senior secondary school

students.

2. To study the effect of yogic practices on emotional states

of senior secondary school students.

3. To study the concentration of senior secondary school

students.

4. To study the effect of yogic practices on concentration of

senior secondary school students.

5. To study the academic achievement of senior secondary

school students.

6. To study the effect of yogic practices on academic

achievement of senior secondary school students.

RESEARCH HYPOTHESES

The research hypotheses formulated were as given below:

1(a) There is a significant positive effect of yogic practices on

Emotional State i.e. „Stress‟ of senior secondary school

students.

(b) There is a significant positive effect of yogic practices on

Emotional State i.e. „Anxiety‟ of senior secondary school

students.

(c) There is a significant positive effect of yogic practices on

Emotional State i .e. „Depression‟ of senior secondary

school students.

(d) There is a significant positive effect of yogic practices on

Emotional State i.e. „Regression‟ of senior secondary

school students.

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(e) There is a significant positive effect of yogic practices on

Emotional State i.e. „Fatigue‟ of senior secondary school

students.

(f) There is a significant positive effect of yogic practices on

Emotional State i.e. „Guilt‟ of senior secondary school

students.

(g) There is a significant positive effect of yogic pract ices on

Emotional State i.e. „Extraversion‟ of senior secondary

school students.

(h) There is a significant positive effect of yogic practices on

Emotional State i.e. „Arousal‟ of senior secondary school

students.

2. There is a significant positive effect of yogic practices on

concentration of senior secondary school students.

3. There is a significant positive effect of yogic practices on

academic achievements of senior secondary school students

RESEARCH DESIGN

Keeping in view the nature of the present study, the

experimental method was considered to be the appropriate one. In

the present study 'Pre-Test and Post-Test Design' under

controlled conditions was followed. The duration of the

experimental work was of six months.

SAMPLE

The population of the present study was senior secondary

school students of Kurukshetra (Haryana). The sample of the

study was consisted of 100 residential school students of Gita

Niketan Awasiya Vidyalya, Kurukshetra and S.M.B. Gita Senior

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Secondary School, Kurukshetra. The sample of the study was

drawn purposively from these schools through two stages. In the

first stage, schools were selected and in the second stage subjects

were selected on equal match pair bases for the study.

TOOLS USED

Keeping in view the nature of the problem, the researcher

used the following tools for collection of data:

1. For the measurement of emotional states, The Eight State

Questionnaire Scale (8SQ scale) by Cattell et.al, (1976) was

used.

2. For the measurement of concentration, Digit -Letter

Substitution Test by Wechsler D. WAIS-R (1981) was used.

3. In the present study, total marks obtained by the senior

secondary school students in the final exam were considered

as their academic achievement.

PROCEDURE OF DATA COLLECTION

The present study was carried out on 100 senior secondary

school students under controlled conditions. 50 students for

experimental group and 50 for the control group were selected

randomly out of senior secondary school students present in the

hostel campus. Pre- test was administered on both experimental

group and control group.

The following diagram represents the research design of the

study:

In the first phase, Cattle‟s 8SQ scale and Digit Letter

Substitution Test (DLST) were administered for pre -test before

applying yogic practices. In the second phase, the investigator

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Sample

(100 students)

Experimental Group

(N=50)

Control Group

(N=50)

Pre-test Pre-test

(Apply Yogic Practices) (No Yogic Practices)

Post-test Post-test

applied yogic practices on the senior secondary school students

of experimental group. No yogic practices were applied on the

control group. The yogic practices were developed in

consultation with yoga experts of “Bhartiya Yoga Samsthan,

Kurukshetra” for a period of 60 minutes every day for sixth

months. In third phase, after completion of yogic practices,

investigator carried out the post -test of 8SQ scale and DLST. The

investigator carried out the whole programme in controlled

conditions.

VARIABLES

In the present study, three types of variables were worked

upon. These variables were independent variable, dependent

variables and intervening variables. Different variables in each o f

these categories have been detailed out.

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Dependent Variables

The dependent variables used in the present study to see the

effect of independent variable were as follow:

Emotional States

Concentration

Academic Achievement

Independent Variable

The independent variable was manipulated in order to see

the effect on the emotional states, concentration, and academic

achievement of senior secondary school students. There is an

only one independent variable i.e. yogic practice.

Intervening Variables

Certain variables which cannot be measured directly may

have an effect on the outcome. In the experimental study like this

there are many intervening variables but in the present study 8

intervening variables i.e. teacher, school, socio -economic status,

physical environment of school and hostel, food, study habits,

grade level, were considered. All these variables were either

controlled experimentally or statistically or equalized.

DESIGN OF YOGIC PRACTICES

The yogic practices were scheduled for a period of si x

months. The time for the scheduled programme was an hour each

day. The following order lists the sequence of events that were

taken up during the practice period.

1. Prayer

2. Yogãsanas

3. Pranayama

4. Laughter

5. Meditation (Dhyana)

6. Discussion and Guidance

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STATISTICAL TECHNIQUES USED

Depending upon the design and objectives of the study

appropriate statistical techniques were used for the analysis

of the data.

1. Mean and Standard Deviation were calculated to find out

the nature of the data.

2. The t-test was employed to find out the significance of

difference between pre-test and post-test scores in terms of

Emotional states, Concentration and Academic Achievement .

MAIN FINDINGS

On the basis of analysis and interpretation the following

findings were emerged out. Th is section is concerned with

findings related to emotional states, concentration and academic

achievement of senior secondary school students.

SECTION-I

(a) FINDINGS RELATED TO „EMOTIONAL STATES‟ OF

SENIOR SECONDARY SCHOOL STUDENTS

1. There is a significant difference in scores of emotional states

i.e. „stress‟ of senior secondary school students after yogic

practices i.e. „stress‟ is reduced after yogic practices. In other

words, there is a significant positive effect of yogic practices

on 'stress' of senior secondary school students. The obtained t -

ratio is 9.576, which is significant at 0.01 levels of

significance.


i.e. „anxiety‟ of senior secondary school students after yogic

practices i.e. „anxiety‟ is reduced after yogic practices. In

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other words, there is a significant positive effect of yogic

practices on 'anxiety ' of senior secondary school students.

The obtained t -ratio is 13.510, which is significant at 0.01

levels of significance.


i.e. „depression‟ of senior secondary school students after

yogic practices i.e. „depression‟ is reduced after yogic

practices. In other words, there is a significant positive effect

of yogic practices on „depression‟ of senior secondary school

students. The obtained t -ratio is 12.308, which is significant at

0.01 levels of significance.


i.e. „regression‟ of senior secondary school st udents after

yogic practices i.e. „regression‟ is reduced after yogic


of yogic practices on 'regression' of senior secondary school




i.e. „fatigue‟ of senior secondary school students after yogic

practices i.e. „fatigue‟ is reduced after yogic practices. In

other words, there is a signif icant positive effect of yogic

practices on 'fatigue' of senior secondary school students. The

obtained t-ratio is 7.952, which is significant at 0.01 levels of

significance.


i.e. „guilt‟ of senior secondary school students after yogic

practices i.e. guilt is reduced after yogic practices. In other

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on 'guilt ' of senior secondary school students. The obtained t -

ratio is 11.359, which is significant at 0.01 levels of

significance.


i.e. „extraversion‟ of senior secondary school students after

yogic practices i.e. „extraversion‟ is increased after yogic


of yogic practices on 'extraversion' of senior secondary school



8. There is a significant difference in scores of emo tional states

i.e. „arousal‟ of senior secondary school students after yogic

practices i.e. „arousal‟ is increased after yogic practices. In

other words, there is a significant positive effect of yogic

practices on 'arousal ' of senior secondary school stud ents. The

obtained t-ratio is 11.089, which is significant at 0.01 levels

of significance.

SECTION-II

(b) FINDINGS RELATED TO „CONCENTRATION‟ OF

SENIOR SECONDARY SCHOOL STUDENTS

There is a significant difference in scores of „concentration‟ of

senior secondary school students after yogic practices i.e.

„concentration‟ is increased after yogic practices. In other


on „concentration‟ of senior secondary school students. The

obtained t-ratio is 7.816, which is significant at 0.01 levels of

significance.

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SECTION-III

(c) FINDINGS RELATED TO „ACADEMIC ACHIEVEMENT‟

OF SENIOR SECONDARY SCHOOL STUDENTS

There is a significant difference in scores of „academic

achievement‟ of senior secondary school students after yogic

practices i.e. „academic achievement‟ is increased after yogic


of yogic practices on „academic achievement‟ of senior

secondary school students. The obtained t -ratio is 10.127,

which is significant at 0.01 levels of significance.

5.2 DISCUSSION OF RESULTS

The present investigation has been carried out to study the

“Effect of Yogic Practices on Emotional states, Concentration

and Academic Achievement of Senior Secondary School

Students” . The present study was undertaken with a reasonable

thought that large population of adolescents have been gripped

with mental health problems like stress, anxiety, depression,

regression, fatigue, etc., which have manifested in be havioral,

emotional and other problems and resulted into lowering of

concentration level and academic performance. The students wh o

are in their adolescent age undergo many physical and

psychological changes and experience a lot of stress in their

critical period of life. Andreason (1980) studied the adjustment

disorder in adolescents and adults, found mental ill health

symptoms in about 400 adolescents and adults. Studies by Bhatia

(1981); Offord et al. (1987); Cairns et al. (1991); Cairns et al.

(1991); Zuckerman et al. (1993) revealed that anxiety and

depressive disorders are the most common, affecting nearly 15%

of people in their lifetime. Department of Health and Human

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Service (1996); Sindhu and Shukla (2002); Sirvastava et al.

(2003) found the prevalence of mild to severe depressive

syndromes and behavioural problems in adolescents in typical

range between 20% and 32%. Hegde (2001); Grover (2002)

blamed the examination system for students' ill mental state and

fill one with fear, anxiety, uncertainty , depression and dejection.

Sebapathy (2002) held that negative factors can manifest as

mental disorders or mental symptoms (anxiety, depression,

obsession) or even negative states (anger, hostility,

dissatisfaction, jealously, irritation, fear, projective , inferiority

feeling, loneliness hatred, anxiety and depression). Hembree

(1988); Ghose (2001); Dubey (1993) studied the effects of 'Test

anxiety' on Academic Performance. Comprehensive reviews

showed that in most studies 'Test Anxiety' is accompanied by

lower test performances. The present investigation has

highlighted that large number of students are suffering from

emotional imbalances, low mental states and high anxiety.

After the selection of sample for the present study, it was

observed that yoga is a potential tool in improving emotional

states, concentration and academic achievement. Even in

Upanishads and Yoga- Samhitas , it was duly emphasized that the

yogic practices and yogic breathing were able to alleviate

physical, mental and ethical disorder . Patanjali termed yoga as

the restrain of mental fluctuations and modifications. Sharma,

Prohit and Tyagi (1980) studied the effect of Yogãsanas on

learning and found that Yogãsanas can be used for effective

learning.

In the present study, 'Pre-test and Post-test Design' under

controlled conditions was followed. After selection of

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Experimental and Control groups, yogic exercises were practiced

to Experimental group for a period of six months. After six

months yogic practices, four pre-test and post-test combinations

of comparison were made between Experimental and Control

group. First, Experimental and Control groups in pre-test

situation were compared. This was to ensure that in the beginning

of the study; the groups might not differ significantly so th at at

the Post-test comparison stage the difference if any may reveal

only the effect of yogic practices on Experimental group.

Second, Experimental group in Pre-test and Post-test situations

was compared to determine any significant difference between

the two groups after six month yogic practices . Third, Control

group in pre-test and post-test situations was compared to see any

difference in both situations. Fourth, Experimental and Control

groups in Post-test situations were compared.

Emotional States:

Based on the finding of t -ratios, significant difference

between Experimental and Control group was observed for

emotional states at 0.01 level of significance. A significant

positive effect of yogic practices on emotional states, i .e. stress

anxiety, depression, regression, fatigue, guilt, extraversion and

arousal was observed. After yogic practices first six emotional

states i.e. stress, anxiety, depression, regression, fatigue, guilt

was reduced while extraversion and arousal increased. Such

positive effect of yoga on the stated parameters has also been

supported by others.

The result of the study were supported by the study of

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Sharma and Singh (1989) ; Nespor (1994); Srivastva and

Sharma (2004) that the yogic practices are useful in the

prevention of st ress among the adolescent students of class XI

and XII. Study by Vishal, Singh and Madhu (1987) ; Crisan,

Nagarthana, Nagendra nd Seetahalkshmi (1988) ; Sahasi,

Mohan and Kacker (1989); Vinod (1991); , Millor, Fletcher,

Kabat and Zinn (1995); Sabapathy, Sabapathy and Kaur

(2002); Singh (2002) revealed that yogic practices like

Yogãsanas , meditation, relaxation techniques are helpful in the

reduction or management of anxiety. Study by Vicente (1987) ; P.

Kaur and S. Kaur (1993); and Verma (1996) found the

effectiveness of yogic practices in reduction of depression level

of students to a large extent. Prabhakar, Chopra and Verma

(1989) evaluated the effect of yoga therapy comprising of Kriyas

(Internal cleansing processes), Asanas (postural patterns) to a

group of 47 patients and found significant reduction in

depression, neuroticism, psychiatric disability and both state as

well as trait - anxiety. Manjunath and Telles (2001) studied the

effect of yogic practices on school girls of a residential school,

between the ages of 10-13 years found a significant improvement

in their performance in the task specific for the assessment of

planning especially with respect to a decrease in execution time,

suggesting improved alertness and planning strategies.

Concentration:

Based on the finding of t -ratio, significant difference

between experimental and control group was observed for

concentration at 0.01 levels of significance. A significant

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positive effect of yogic practices on concentration was observed

i.e. concentration was increased after practicing yogic exercises

on experimental group. Indirectly, the results of the study are

supported by others. Sahu and Bhole (1983) studied the effect of

three weeks yoga training programme on psychomotor

performance. The findings of the study revealed that yoga

training programme was found to increase performance involving

speed and accuracy. This finding indirectly supported by Barnes

and Nagarkar (1989); Telles, Hanumanthaiah, Nagarkar, and

Nagendra (1993) revealed that yogic practices increased the

concentration of students.

Academic Achievement:

Based on the finding of t -ratio, significant difference

between experimental and control group was observed for

„academic achievement‟ at 0.01 level of significance. A

significant posit ive effect of yogic practices on academic

achievement was observed i.e. academic achievement was

increased after yogic practices. The results of the study were also

supported by others. Shamra, Prohit and Tyagi (1980) ;

Manjunath and Telles (1999); Kauts and Sharma (2009)

studied the effect of yogic practices on learning, and academic

performance of adolescent students. Results of the studies

revealed better learning and academic performance after yogic

practices. Bakshi and Kumari (2009) found a significant

difference between experimental and control group in respect of

their subjective well-being and academic performance after yogic

practices.

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Psychologists differ in opinions how to deal with emotional

problems. Some encourage emotional release (Catharsis) , while

others prefer control or sublimation. Yoga psychology offers a

clear, precise and easily understood conceptualization and

training programme in which the energy gives rise to such

unpleasant emotional states as fear, depression, jealousy and

anger can be channeled towards the experience of positive

emotional states such as love, devotion and bliss. This becomes a

reality when a lifestyle based on the principles of yoga is

adopted. Thus, from the present study, finally it can be stated

that yogic practices have an edge in improving the emotional

states of senior secondary school students by reducing stress,

anxiety, depression, regression, fatigue, guilt and increasing

extraversion and arousal. The yogic practices are quite helpful

for improving the level of concentration and academic

achievement.

DELIMITATIONS OF THE STUDY

1. The study was delimited to Gita Niketan Awasiya Vidyalya

and S.M.B. Gita Sr. Sec. School of Kurukshetra city only.

2. The study was delimited to the 100 male students of class

XI and XII only.

3. The yogic practices was delimited to a set of selected 17

Yogãsanas , three Pranayamas, devotional songs/mantras ,

laughter, tratak and meditation, and pran-apan breathing .

EDUCATIONAL IMPLICATIONS

The present study has a great importance to pare nts, teachers,

educationists, counselor, therapists and all those who are

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concerned with the well-being of adolescents. The UNICEF'S

'State of World's Children 2004' report released a stirring call

to link education with social reforms, health and family

welfare activities as a new approach to the human resource

management. As a result such an experimental study would

develop the interest of educationists and researchers to

implement it in their best possible way.

It provides direction to teachers‟ and ta ught both in solving

the problems of students regarding emotional states.

The present study develops interest among educationists,

researchers and teachers to implement yogic practices at each

level of education and scheduling of such training in the

curriculum.

The present study is also helpful for educationists,

researchers, teachers and parents to implement yogic practices

for solving the psychological problems of adolescents and

reducing the suicidal cases that are enhancing in the present

scenario due to cut throat competitions, parental pressure,

employment problems, etc.

The study also develops interest among administrators at

administrative level for better implementation.

The present study as a policy tool would ensure the exchange

of benefits among various educational institutions by review

changes in the curriculum and proposals at policy level and to

increase its importance and scope through conferences and

seminars.

The present study attract to those who want to excel or

improve their „concentration‟ by doing daily yogic practices.

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The present study attract to those who want to excel or

improve their „academic achievement‟ by doing daily yogic

practices.

The present study is also significant for those who are

suffering from anxiety, stress, depression and other mental

health problems and cannot afford to spend huge money in

curing such diseases.

The present study is also significant for those who want to

cure mental health problems without ill effects.

SUGGESTIONS FOR FURTHER RESEARCH

1. The present study was conducted on male students only.

Study can be undertaken on female students.

2. In the present study, subjects from school of urban area were

selected. Study can be undertaken on schools from sub -urban

and rural area.

3. The present study was conducted, to study the effect of yogic

practices on emotional states of senior secondary school

students. Study can be undertaken on primary, middle, high

school, graduate and post -graduate students.

4. In the present study, the yogic practices included a set of

selected yogic practices only. Other yogic practices can be

incorporated for better results.

5. The study used yogic practices as a method of study. Other

upcoming therapies viz. Reiki, Magnetic therapy,

Acupressure , etc. can be undertaken to study their effects.

6. The present study was conducted to study the effect of yogic

practices on emotional states. The study can be undertaken

on other variables like overall mental health, physical health

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and others similar related psychological and physiological

states.

7. The yogic practices for the present study were designed for a

period of sixth months. The study can be undertaken for a

smaller or longer period of time.

effect of yogic practices on emotional...

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