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Yoga and Emotion Regulation in High School Students: A Randomized Controlled Trial.

Daly LA, Haden SC, Hagins M, Papouchis N, Ramirez PM - Evid Based Complement Alternat Med (2015)

Bottom Line: Emotion dysregulation contributes to a variety of psychosocial difficulties in this population.No significant relationship was discovered between the changes in emotion regulation and the proposed mediating variables.Preliminary results suggest that yoga increases emotion regulation capacities of middle adolescents and provides benefits beyond that of PE alone.

View Article: PubMed Central - PubMed

Affiliation: Department of Psychology, Long Island University, Brooklyn Campus, 1 University Plaza, Brooklyn, NY 11201, USA.

ABSTRACT
Middle adolescents (15-17 years old) are prone to increased risk taking and emotional instability. Emotion dysregulation contributes to a variety of psychosocial difficulties in this population. A discipline such as yoga offered during school may increase emotion regulation, but research in this area is lacking. This study was designed to evaluate the impact of a yoga intervention on the emotion regulation of high school students as compared to physical education (PE). In addition, the potential mediating effects of mindful attention, self-compassion, and body awareness on the relationship between yoga and emotion regulation were examined. High school students were randomized to participate in a 16-week yoga intervention (n = 19) or regular PE (n = 18). Pre-post data analyses revealed that emotion regulation increased significantly in the yoga group as compared to the PE group (F (1,32) = 7.50, p = .01, and eta(2) = .19). No significant relationship was discovered between the changes in emotion regulation and the proposed mediating variables. Preliminary results suggest that yoga increases emotion regulation capacities of middle adolescents and provides benefits beyond that of PE alone.

No MeSH data available.


Related in: MedlinePlus

Emotion regulation (ERICA total mean scores) by group, PRE-POST intervention. Note. Yoga, n = 17, PE, n = 17; ERICA = Emotion Regulation Index for Children and Adolescents [22].
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fig2: Emotion regulation (ERICA total mean scores) by group, PRE-POST intervention. Note. Yoga, n = 17, PE, n = 17; ERICA = Emotion Regulation Index for Children and Adolescents [22].

Mentions: An ANOVA with the group assignment (PE or yoga group) as the between-subject variable was used to test the hypothesis that emotion regulation skills would increase in the yoga group. The analysis showed a significant interaction between time and group on emotion regulation, (F(1,32) = 7.50, p = .01, and eta2 = .19). Simple effects tests and univariate analyses of variance with emotion regulation (ERICA) at PRE and POST intervention as the dependent variable were conducted, but there was no main effect for group on emotion regulation PRE intervention (F(1,35) = .07, p = .79, and eta2 = .002) or POST intervention (F(1,32) = 3.21, p = .08, and eta2 = .09). However, inspection of the means revealed a crossover effect such that emotion regulation increased for the yoga condition and decreased for the PE condition. Specifically, emotion regulation at PRE intervention was greater for the PE condition (M = 55.71, SD = 5.95) than the yoga condition (M = 55.29, SD = 7.53) and at the POST intervention was greater for the yoga condition (M = 58.76, SD = 7.50) than the PE condition (M = 53.88, SD =8.36) (Figure 2).


Yoga and Emotion Regulation in High School Students: A Randomized Controlled Trial.

Daly LA, Haden SC, Hagins M, Papouchis N, Ramirez PM - Evid Based Complement Alternat Med (2015)

Emotion regulation (ERICA total mean scores) by group, PRE-POST intervention. Note. Yoga, n = 17, PE, n = 17; ERICA = Emotion Regulation Index for Children and Adolescents [22].
© Copyright Policy - open-access
Related In: Results  -  Collection

Show All Figures
getmorefigures.php?uid=PMC4556863&req=5

fig2: Emotion regulation (ERICA total mean scores) by group, PRE-POST intervention. Note. Yoga, n = 17, PE, n = 17; ERICA = Emotion Regulation Index for Children and Adolescents [22].
Mentions: An ANOVA with the group assignment (PE or yoga group) as the between-subject variable was used to test the hypothesis that emotion regulation skills would increase in the yoga group. The analysis showed a significant interaction between time and group on emotion regulation, (F(1,32) = 7.50, p = .01, and eta2 = .19). Simple effects tests and univariate analyses of variance with emotion regulation (ERICA) at PRE and POST intervention as the dependent variable were conducted, but there was no main effect for group on emotion regulation PRE intervention (F(1,35) = .07, p = .79, and eta2 = .002) or POST intervention (F(1,32) = 3.21, p = .08, and eta2 = .09). However, inspection of the means revealed a crossover effect such that emotion regulation increased for the yoga condition and decreased for the PE condition. Specifically, emotion regulation at PRE intervention was greater for the PE condition (M = 55.71, SD = 5.95) than the yoga condition (M = 55.29, SD = 7.53) and at the POST intervention was greater for the yoga condition (M = 58.76, SD = 7.50) than the PE condition (M = 53.88, SD =8.36) (Figure 2).

Bottom Line: Emotion dysregulation contributes to a variety of psychosocial difficulties in this population.No significant relationship was discovered between the changes in emotion regulation and the proposed mediating variables.Preliminary results suggest that yoga increases emotion regulation capacities of middle adolescents and provides benefits beyond that of PE alone.

View Article: PubMed Central - PubMed

Affiliation: Department of Psychology, Long Island University, Brooklyn Campus, 1 University Plaza, Brooklyn, NY 11201, USA.

ABSTRACT
Middle adolescents (15-17 years old) are prone to increased risk taking and emotional instability. Emotion dysregulation contributes to a variety of psychosocial difficulties in this population. A discipline such as yoga offered during school may increase emotion regulation, but research in this area is lacking. This study was designed to evaluate the impact of a yoga intervention on the emotion regulation of high school students as compared to physical education (PE). In addition, the potential mediating effects of mindful attention, self-compassion, and body awareness on the relationship between yoga and emotion regulation were examined. High school students were randomized to participate in a 16-week yoga intervention (n = 19) or regular PE (n = 18). Pre-post data analyses revealed that emotion regulation increased significantly in the yoga group as compared to the PE group (F (1,32) = 7.50, p = .01, and eta(2) = .19). No significant relationship was discovered between the changes in emotion regulation and the proposed mediating variables. Preliminary results suggest that yoga increases emotion regulation capacities of middle adolescents and provides benefits beyond that of PE alone.

No MeSH data available.


Related in: MedlinePlus