Shastri Vasant Venkatraman, Hankey Alex, Sharma Bhawna, Patra Sanjib
Division of Yoga and Physical Sciences, S-VYASA University, Bengaluru, Karnataka, India.
Department of Biology, Sri Sai Angels PU College, Chikmagalur, Karnataka, India.
Int J Yoga. 2017 Sep-Dec;10(3):138-144. doi: 10.4103/0973-6131.213470.
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.
To study the effects of Yoga Pranayama (YP) and Vedic Mathematics (VM) on mindfulness, aggression, and emotion regulation.
Participants were 12 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.
SPSS 19.0.
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 correlation analysis is also reported, among other things directly linking increased mindfulness to decreased aggression.
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.
竞争性考试，尤其是数学考试，已使情绪压力成为大学预科学生的一个主要问题，诸如对同学和老师的攻击性等情绪有所增加。正念是一种既能减轻情绪压力又能减少攻击性的特质，因此增强正念应该会有所帮助。
研究瑜伽呼吸法（YP）和吠陀数学（VM）对正念、攻击性和情绪调节的影响。
参与者为印度奇卡马古鲁一所大学预科学校的12年级学生，男女皆有。排除标准包括严重心理问题。三个班级被随机分配到三种干预措施之一，每种干预措施包括每天30分钟、为期15天的指导，其中一组为瑜伽呼吸法指导（第1组），一组为吠陀数学指导（第2组），另一组为30分钟的普通课堂学习（第3组，即对照组）。使用正念注意觉知量表、匹兹堡青少年研究中的非身体攻击量表和情绪调节问卷进行评估。
SPSS 19.0。
瑜伽呼吸法组的正念、攻击性和消极情绪调节有显著变化，而吠陀数学组仅正念有显著改善。在积极情绪调节方面，没有一组有变化。对照组在攻击性方面似乎有所改善。还报告了一项有趣的相关分析，其中包括直接将正念增加与攻击性降低联系起来的内容。
该研究表明，传统方法对于减轻面临大学预科数学考试的学生的情绪压力有积极效果。增强正念被认为是增强情绪调节的一种方式，因此本研究未能为此提供证据这一点很值得关注。
