Repercussions of yoga and meditation

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This research aims to examine the effects of a four-week yoga and meditation intervention on college students' stress perception, anxiety levels, and mindfulness skills.
Methods. Students at the University of Rhode Island College of Pharmacy took part in a trial program that ran for six weeks and featured a vinyasa flow yoga practice that lasted for one hour once a week, followed by guided meditation that was taught by staff members who had received training in the topic. Before and after the session, students completed questionnaires to determine how their stress and anxiety levels and mindfulness skills had changed. Three separate self-reporting instruments comprised the questionnaire: the Five Facet Mindfulness Questionnaire, the Beck Anxiety Inventory (BAI), and the Perceived Stress Scale (PSS) (FFMQ). The numerical and categorical scales (low, medium, and high) for each instrument were used to analyze the students' results to see whether there had been changes from the original baseline.
Results. Seventeen participants, ranging in age from 19 to 23, carried out the study. There were thirteen female and four male contestants. There were a total of twenty-one students, nine of them were enrolled in the Doctor of Pharmacy program and the other eight in other academic programs. The students' reported levels of anxiety and tension decreased significantly, while their total mindfulness scores increased drastically. The BAI and PSS revealed large improvements in categorical data from pre- to post-intervention, with no students scoring in the "high" category on the post-intervention questionnaire for stress or anxiety. These results suggest that the intervention was effective bing maps
Conclusion. Prior to their final exams, students who participated in a six-week yoga and meditation program reported reduced tension and anxiety. Taking part in a mindfulness practice, even for a little amount of time once a week, may help college students feel less nervous and agitated, according to the research. Administrators should consider the idea of including non-pharmacologic strategies for stress and anxiety reduction instruction into the curriculum in order to improve students' abilities to care for themselves.