Effect of meditative practices on sustained attention resilience and academic stress of secondary school students

Abstract

The research was conducted to study the effect of Meditative Practices on Sustained Attention, Resilience and Academic Stress of secondary school students. A non-equivalent pre test post test control group design was used. The school was purposively selected and the students for the sample were randomly allocated to experimental and control groups. Sustained Attention to Response Task 2 (SART 2) was conducted online to assess sustained attention, The Resilience Scale by Kaur and the Academic Stress Scale by Chavhan were administered for the assessment of resilience and academic stress. The experience of meditative practices was journaled by the students and this written record, interviews, and feedback were qualitatively analyzed. The t-test and Mann-Whitney U test were used to compare the scores of experimental and control groups for sustained attention, resilience and academic stress. The Cohen s d and Rank Biserial Correlation were used to calculate the effect sizes. Two types of sustained attention results were obtained, the scores of both omission errors and commission errors decreased for the experimental group as compared to the control group at the time of the post-test, but only the difference in the scores of omission errors reached significant levels, no significant improvements were observed on the scale of resilience and academic stress of the students of the intervention group was significantly decreased as compared to the control group at the time of the post-test. newline