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ORIGINAL ARTICLE Table of Contents   
Year : 2017  |  Volume : 10  |  Issue : 3  |  Page : 138-144
Investigation of yoga pranayama and vedic mathematics on mindfulness, aggression and emotion regulation

1 Division of Yoga and Physical Sciences, S-VYASA University, Bengaluru, Karnataka, India
2 Department of Biology, Sri Sai Angels PU College, Chikmagalur, Karnataka, India
3 Division of Yoga and Life Sciences, S-VYASA University, Bengaluru, Karnataka, India

Correspondence Address:
Vasant Venkatraman Shastri
S-VYASA, No. 19, Eknath Bhawan, Gavipuram Circle, K. G. Nagar, Bengaluru - 560 019, Karnataka
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Source of Support: None, Conflict of Interest: None

DOI: 10.4103/0973-6131.213470

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Background: Competitive examinations, particularly in mathematics, have made emotional stress a major problem for preuniversity students, emotions like aggression toward fellow students and teachers increase. Mindfulness is a quality that reduces both emotional stress and aggression, so increasing mindfulness should be helpful. Aims: To study the effects of Yoga Pranayama (YP) and Vedic Mathematics (VM) on mindfulness, aggression, and emotion regulation. Methods: Participants were 12th graders attending a preuniversity college in Chikkamagaluru, India, of both genders. Exclusion criteria included major psychological problems. Three classes were arbitrarily assigned to one of three interventions, which consisted of 15 days each of 30 min daily instruction in YP, Group 1, VM, Group 2, or 30 min ordinary class work, Group 3, the control group. Assessments were made using the Mindfulness Attention Awareness Scale, the Nonphysical Aggression Scale from Pittsburgh Youth Study, and the Emotion Regulation Questionnaire. Statistical Analysis Used: SPSS 19.0. Results: Mindfulness, aggression, and negative emotional regulation changed significantly for the YP group, while mindfulness alone improved significantly for the VM group. No group changed on positive emotion regulation. Controls apparently improved on aggression. An interesting post hoc correlation analysis is also reported, among other things directly linking increased mindfulness to decreased aggression. Conclusions: The study showed positive effects of traditional methods of decreasing emotional pressure on students facing preuniversity mathematics examinations. Increasing mindfulness is considered a way of increasing emotion regulation, so the failure of this study to provide evidence for that is of interest.

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