Abstract
Selective attention and efficacy are important components of scholastic performance in school children. While attempts are being made to introduce new methods to improve academic performance either as part of curricular or extracurricular activities in schools, the success rates are minimal. Hence, this study assessed the effect of yoga-based intervention on psychomotor performance and self-efficacy in school children. Two hundred ten school children with ages ranging from 11 to 16 years (mean age ± SD; 13.7 ± 0.8 years) satisfying the inclusion and exclusion criteria were recruited for the 10-day yogä program. An equal number of age-matched participants (n = 210; mean ± SD; 13.1 ± 0.8 years) were selected for the control group. Participants were assessed for attention and performance at the beginning and end of 10 days using trail making task (TMT) A and B, and self-efficacy questionnaire. The yoga group showed higher self-efficacy and improved performance after 10 days of yoga intervention. The performance in TMT-A and -B of the yoga group showed a significantly higher number of attempts with a reduction in time taken to complete the task and a number of wrong attempts compared with control group. Results suggest that yoga practice enhances self-efficacy and processing speed with fine motor coordination, visual–motor integration, visual perception, planning ability, and cognitive performance.
Highlights
Scholastic performance in school children depends on multiple factors
For Trail making task “A” (TMT-A), the repeated measures ANOVA showed a significant difference for Between-subjects factor, i.e., groups [F(1,418) = 12.38; p < 0.001; η2p = 0.029] as well as for Within-subjects factor, i.e., states [F(3,1254) = 2164.29; p < 0.001; η2p = 0.84] and for sub domains of trail making task (TMT)-A assessments, i.e., wrong attempt [F(1,418) = 29.45; p < 0.001; η2p = 0.06], right attempt [F(1,418) = 30.10; p < 0.001; η2p = 0.07], total attempt [F(1,418) = 0.55; p > 0.05; η2p = 0.001], and time taken [F(1,418) = 58.83; p < 0.001; η2p = 0.13]
After 10 days, in the Trail making task “A” (TMT-A), pairwise comparisons with Bonferroni correction showed a significant increase in the “right attempt” scores (p < 0.001) with the reduction in the “wrong attempt” scores (p < 0.001) in the yoga group, while there was no difference in the control group
Summary
Scholastic performance in school children depends on multiple factors. Motivation to perform can be influenced by self-efficacy [1]. A longitudinal study of 390 adolescents, reported lower levels of depression and delinquency with positively correlated emotional self-efficacy (the perceived ability to handle negative emotions and express positive emotions) [3]. Another study on low self-efficacy in students and patients reported severity of social anxiety and associated social impairment [4]. Attempts are being made to create structured activities within the curriculum, which can enhance an individual’s scholastic behavior and performance.
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