A Comparative Study On Emotional Intelligence, Aggression, And Anxiety Among Disabled Practicing Yogic Exercises

Abstract

This study examines the psychological profiles specifically Emotional Intelligence , Aggression, and Anxiety of 50 disabled school students (25 boys and 25 girls) aged 13–18, all of whom engaged in regular yogic practices as part of their inclusive school curriculum. Using a quantitative comparative design, data were collected through standardized psychological assessments and analyzed using descriptive statistics, independent samples t-tests, and Structural Equation Modeling (SEM). Results revealed that while Emotional Intelligence scores were higher among girls, the difference was not statistically significant. However, boys exhibited significantly higher levels of Aggression and Anxiety (p < 0.01). Correlation analysis showed strong negative associations between Emotional Intelligence and both Aggression and Anxiety. SEM confirmed that higher Emotional Intelligence significantly predicted lower aggression and anxiety, and the model demonstrated good overall fit. These findings support the hypothesis that consistent yoga practice may enhance emotional regulation and reduce behavioral issues in disabled adolescents, offering valuable implications for special education programs and mental health interventions.