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Fostering Self-Regulation Through Curriculum Infusion of Mindful Yoga: A Pilot Study of Efficacy and Feasibility

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Abstract

This study examined feasibility and efficacy of curriculum infusion of mindful yoga to foster self-regulation in support of academic performance and health promotion among emerging adolescents. Mindful yoga practices were integrated into 6th grade English Language Arts curricula (n = 72 students) while another cohort of students (n = 70) served as the active control group. To assess the impact of infused mindful yoga practices, self-regulation was measured using the Adolescent Self-Regulatory Inventory. Data were collected at three time-points across the year. Students who engaged in mindful yoga demonstrated significant increases in both global and long-term self-regulation compared to the control cohort; however there were no significant changes in short-term self-regulation. Implications for integrating mindful practices into middle school curriculum are discussed with recommendations for future research.

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Authors and Affiliations

  1. Department of Public Health, Syracuse University, Syracuse, NY, 13244, USA

    Dessa Bergen-Cico

  2. Department of Child and Family Studies, Syracuse University, Syracuse, NY, 13244, USA

    Rachel Razza

  3. Lexington Public School District, 99 Hancock Street, Lexington, MA, 02420, USA

    Amy Timmins

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  1. Dessa Bergen-Cico
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  2. Rachel Razza
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Correspondence to Dessa Bergen-Cico.

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Bergen-Cico, D., Razza, R. & Timmins, A. Fostering Self-Regulation Through Curriculum Infusion of Mindful Yoga: A Pilot Study of Efficacy and Feasibility. J Child Fam Stud 24, 3448–3461 (2015). https://doi.org/10.1007/s10826-015-0146-2

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