Multi-Faith Centre resource library

Amemiya, R., Takahashi, G., Rakwal, R., Kahata, M., Isono, K., & Sakairi, Y. (2020). Effects of yoga in a physical education course on attention control and mental health among graduate students with high sensory processing sensitivity. Cogent Psychology, 7(1), 13. https://doi.org/10.1080/23311908.2020.1778895

This study aimed to examine the effects of yoga on attention control (AC) and mood states in graduate students with high and low sensory processing sensitivity (SPS) in a physical education course setting. The results suggest that yoga in physical education for graduate students with high SPS promoted AC and improved mood states.

Bartos, L. J., Funes, M. J., Ouellet, M., Posadas, M. P., Immink, M. A., & Krägeloh, C. (2022). A feasibility study of a program integrating mindfulness, yoga, positive psychology, and emotional intelligence in tertiary-level student musicians. Mindfulness, 13(10), 2507-2528. doi:https://doi.org/10.1007/s12671-022-01976-7

This study examined the feasibility and preliminary effectiveness of the so-called CRAFT program, based on mindfulness, yoga, positive psychology, and emotional intelligence, to improve psychological well-being, psychological distress, emotional regulation, and physical flexibility amongst tertiary education student musicians. These results indicated that the CRAFT program is a promising intervention for improving mindfulness skills and health and well-being states and abilities amongst higher education student musicians.

Bollimbala, A., James, P. S., & Ganguli, S. (2020). The effect of hatha yoga intervention on students' creative ability. Acta Psychologica, 209, 7. doi: https://doi.org/10.1016/j.actpsy.2020.103121

Building on this research, this study uses Randomized Controlled Trial (RCT) to understand if an acute combinatory intervention, involving both physical and mental exercises embodied in Hatha yoga can improve individual creativity. The results show that while Hatha yoga significantly improves divergent thinking, the control group shows deterioration in divergent thinking. There is no effect on convergent thinking. These findings lend some support to the executive function hypothesis.

Elstad, T., Ulleberg, P., Klonteig, S., Hisdal, J., Dyrdal, G. M., & Bjorndal, A. (2020). The effects of yoga on student mental health: A randomised controlled trial. Health Psychology and Behavioral Medicine, 8(1), 573-585. doi: https://doi.org/10.1080/21642850.2020.1843466

In this study we aimed to determine whether yoga, a popular and widely available mind-body practice, can improve student mental health. Our findings suggest that yoga has a moderately large and lasting effect, at least for some months, reducing symptoms of distress and improving sleep among students.

Falsafi, N. (2016). A randomized controlled trial of mindfulness versus yoga: Effects on depression and/or anxiety in college students. Journal of the American Psychiatric Nurses Association, 22(6), 483-497. doi: https://doi.org/10.1177/1078390316663307

The main objective of this study is to compare the effectiveness of two different types of intervention practices (mindfulness vs. yoga) and a non-interventional control group in mitigating the effects of depression and/or anxiety in college students. Depressive, anxiety, and stress symptoms decreased significantly ( p < .01) from baseline to follow-up conditions in both the mindfulness and yoga intervention groups. The changes in mindfulness scores were also significant in both groups. However, the changes in self-compassion scores were significant only in the mindfulness intervention group. No significant changes in the control group were demonstrated.

Finkelstein-Fox, L., Park, C. L., & Riley, K. E. (2018). Mindfulness and emotion regulation: Promoting well-being during the transition to college. Anxiety, Stress & Coping: An International Journal, 31(6), 639-653. doi: https://doi.org/10.1080/10615806.2018.1518635

The present study examined the contributions of mindfulness and adaptive emotion regulation abilities in maintaining well-being during the transition to college. We further examined experience with mind–body practices, which may promote mindfulness and positive adjustment. Compared to mindfulness, adaptive emotion regulation abilities largely demonstrated stronger cross-sectional and longitudinal associations with well-being. However, mindfulness uniquely protected against changes in depression for students with greater emotion regulation difficulties. Promoting mindfulness practices and adaptive emotion regulation abilities at the start of college may build resilience in undergraduate students.

Kramer, R., & Cuccolo, K. (2020). Yoga practice in a college sample: Associated changes in eating disorder, body image, and related factors over time. Eating Disorders: The Journal of Treatment & Prevention, 28(4), 494-512. doi: https://doi.org/10.1080/10640266.2019.1688007

Yoga practice is associated with improvements in eating disorder (ED) symptoms and body dissatisfaction. This study continued to evaluate this relationship while also assessing changes in variables negatively associated with ED symptoms (self-compassion, mindfulness, body appreciation, self-efficacy) that are emphasized throughout yoga. Participants were recruited from a university-implemented yoga course. Results suggest yoga may be associated with concurrent changes in protective and risk factors for ED in a college population.

Müller, C., Dubiel, D., Kremeti, E., Lieb, M., Streicher, E., Siakir Oglou, N., . . . Karbach, J. (2021). Effects of a single physical or mindfulness intervention on mood, attention, and executive functions: Results from two randomized controlled studies in university classes. Mindfulness, 12(5), 1282-1293. doi: https://doi.org/10.1007/s12671-021-01601-z

The primary objective of this study was to examine the effects of one-session physical or mindfulness training on university students’ mood, attention and executive functions in two separate randomized studies. These results indicate that a short bout (15-min) of physical or mindfulness activity in a university learning setting positively affected dimensions of mood and cognition known to support academic learning.

Ozturk, F. O., & Tezel, A. (2021). Effect of laughter yoga on mental symptoms and salivary cortisol levels in first‐year nursing students: A randomized controlled trial. International Journal of Nursing Practice, 27(2), 10. doi: https://doi.org/10.1111/ijn.12924

The aim of this study is to evaluate the effect of laughter yoga on mental symptoms and cortisol levels in nursing students. Laughter yoga can provide an effective means to help first-year nursing students cope with stress and reduce mental symptoms.

Qi, X., Tong, J., Chen, S., He, Z., & Zhu, X. (2020). Comparing the psychological effects of meditation- and breathing-focused yoga practice in undergraduate students. Frontiers in Psychology, 11, 8. doi: https://doi.org/10.3389/fpsyg.2020.560152

The present study aimed to compare the psychological effects of meditation- and breathing-focused yoga practice in undergraduate students. Yoga practice with a focus on breathing is more effective than that with a focus on meditation for undergraduates to retain energy for work, keep attention and awareness, and reduce stress.

Saoji, A., Mohanty, S., & Vinchurkar, S. A. (2017). Effect of a single session of a yogic meditation technique on cognitive performance in medical students: A randomized crossover trial. Journal of Religion and Health, 56(1), 141-148. doi:https://doi.org/10.1007/s10943-016-0195-x

The purpose of this study was to examine the effectiveness of a yogic meditation technique, mind sound resonance technique (MSRT), on cognitive functions of University Medical students in a randomized, two-way crossover study. The result of the present study suggests that a single session of MSRT, a Mind–Body Practice, may positively impact the performance in cognitive tasks by the University Medical Students.

Wimmer, L., Bellingrath, S., & von Stockhausen, L. (2020). Mindfulness training for improving attention regulation in university students: Is it effective? and do yoga and homework matter? Frontiers in Psychology, 11, 15. doi: https://doi.org/10.3389/fpsyg.2020.00719

The present study examined the effects of mindfulness training on attention regulation in university students and whether the potential benefits of implementation are influenced by the yoga component of mindfulness-based interventions (MBIs) and/or by MBI homework practice. With the exception of speed in a cognitive flexibility task, the results indicated no systematic or differential advantage arising from mindfulness training, with or without yoga, regarding the aspects of attention regulation.