This study aims to examine how a four-week yoga and meditation intervention affects college students' stress perception, anxiety levels, and mindfulness skills.
Methods. In a six-week trial program, students at the University of Rhode Island College of Pharmacy participated in vinyasa flow yoga classes once a week that lasted an hour, followed by guided meditation taught by staff members who had been trained in the practice. Students completed surveys both before and after the intervention to gauge changes in their stress and anxiety levels as well as their capacity for mindfulness. Three separate self-reporting instruments make up the questionnaire: the Beck Anxiety Inventory (BAI), the Perceived Stress Scale (PSS), and the Five Facet Mindfulness Questionnaire (FFMQ). The kids' results on each test were analyzed using the numerical and categorical scales (low, medium, and high) for each instrument to see if there had been any changes from the initial baseline. bing maps
Results. Seventeen individuals, whose ages ranged from 19 to 23, completed the study. Four men and thirteen women participated in the study. Twenty-one students were enrolled in total, nine of them were pursuing the Doctor of Pharmacy degree while the remaining eight were enrolled in other academic courses. The students' reported levels of anxiety and stress significantly decreased, while their total mindfulness scores sharply increased. No students scored in the "high" category for stress or anxiety on the post-intervention questionnaire, according to the BAI and PSS, which both revealed significant improvements in categorical data from pre- to post-intervention. These results show that the intervention was effective.
Conclusion. Prior to their final exams, students who took part in a six-week yoga and meditation program reported feeling less stressed and anxious overall. The results suggest that even a brief mindfulness meditation performed once a week may reduce stress and anxiety among college students. Administrators should consider the idea of including non-pharmacologic strategies of stress and anxiety reduction instruction into the curriculum in order to better support students' capacity to care for themselves.
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