Author(s): Abhishek Kumar, Dr. Ashok Kumar Bhaskar, Dr. Vikram Singh
Abstract:
This study investigates the impact of a structured power yoga intervention on study habits and academic achievement among university students in Delhi, NCR, India, aged 19 to 26 years (M = 22.46, SD = 2.54). Employing a quasi-experimental, pre-post design, 163 students were assessed using the validated SHI-PS Inventory. Baseline analysis revealed that study habits were broadly comparable across gender, academic level, and field of study, with no significant differences detected. Notably, the intervention produced a significant improvement in study habits, with mean SHI-PS scores rising from 49.3 (SD = 5.6) pre-intervention to 67.7 (SD = 5.5) post-intervention (t(9) = -10.05, p < .001). However, the correlation between study habits and academic performance was weak and non-significant, suggesting other factors may influence academic outcomes. These findings highlight the effectiveness of mind-body interventions in enhancing study behaviors, while also emphasizing the multifaceted nature of academic achievement among young adults in higher education.
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