Effect of Yogic Practices on Emotional Intelligence and Self-Concept of Secondary School Students

Abstract

This research paper investigates the impact of yogic practices on the emotional intelligence and self-concept of secondary school students. The study aims to address the growing concern regarding the socio-emotional development of adolescents in contemporary educational settings. A sample of 20 secondary school students, aged 13-15, participated in a 10 hour yogic intervention program, comprising structured yoga sessions and mindfulness practices. A control group received no intervention. Pre- and post-assessment measures included standardized tests for emotional intelligence and self-concept, supplemented by qualitative interviews for a deeper understanding of subjective experiences.

Results indicate a statistically significant improvement in emotional intelligence scores among the intervention group, demonstrating heightened abilities in recognizing, understanding, and managing emotions. Additionally, the intervention group exhibited a notable enhancement in self-concept, illustrating increased self-awareness, self-esteem, and self-efficacy. Qualitative data further supported these findings, revealing positive shifts in students' perceptions of themselves and their emotional states.

The findings of this study hold significant implications for the integration of yogic practices within secondary education curricula as a promising avenue for fostering the socio-emotional well-being of students. This research contributes to the burgeoning body of literature on holistic approaches to education and provides valuable insights into the potential benefits of incorporating mindfulness-based interventions in the educational landscape. Further research is encouraged to explore the long-term effects of yogic practices on emotional intelligence and selfconcept, as well as potential variations based on demographic and contextual factors.