S. ASHOK , PROF. K. RAMESH BABU
DOI: https://doi.org/Background of the study: The increasing prevalence of smartphone addiction among adolescents poses significant challenges to their physical health, social engagement, and academic performance. Excessive screen time has been linked to decreased physical activity, reduced participation in extracurricular activities, and diminished academic engagement, adversely affecting overall well-being. Yoga, a holistic body- mind practice, is gaining recognition for its potential to enhance self-regulation, reduce stress, and promote healthier lifestyles. However, empirical research examining integrated yoga interventions targeting smartphone addiction and academic engagement in adolescent populations remains limited. This study seeks to fill this gap by evaluating the efficacy of a structured yoga intervention in mitigating smartphone addiction and academic outcomes among pre-university students.
Methodology: A randomized controlled trial was conducted with 200 pre-university students aged 16-19 years, divided equally into an intervention group receiving the yoga module and a waitlist control group. The intervention group participated in 60 minutes’ yoga session per day across 90 academic days of one semester. Assessment instruments included the Smartphone Addiction Scale-Short Version (SAS-SV), average screen time logs, physical activity and extracurricular participation, and validated academic engagement scales spanning cognitive, affective, and behavioral dimensions. Statistical analysis involved paired sample t-tests to assess within-group changes, ANOVA for between-group effects, Pearson correlation coefficients to examine relationships among variables, and linear regression models to identify predictors of academic engagement outcomes.
Results: The yoga group demonstrated substantial decreases in smartphone addiction, with a mean SAS-SV reduction of 1.53 points (t = –33.88, p < 0.001), and a decline in average daily screen time by 3.15 hours (t = 20.46, p < 0.001). Physical activity levels exhibited a substantial increase (mean difference = 0.86, t = 7.56, p < 0.001), alongside a notable rise in extracurricular participation (mean difference = 0.68, t = 13.33, p < 0.001). High attendance (94%), advice on following to a satvik diet, the program's residential setting, and controlled conditions all contributed to the results. Academic engagement significantly enhanced across all dimensions, with total engagement increasing by 0.95 points (t = 33.52, p < 0.001). ANOVA indicated highly significant group differences with substantial effect sizes (partial eta squared > 0.30). Significant negative correlations were identified between smartphone addiction and academic engagement both prior to (r = –0.193, p = 0.006) and following the intervention (r = –0.945, p < 0.001). Regression analysis established smartphone addiction as a substantial negative predictor of academic engagement among participants.
Conclusion: Findings indicate that a structured yoga intervention is highly effective in producing significant positive outcomes, scalable approach for reducing smartphone addiction and excessive screen time while simultaneously promoting physical activity, extracurricular involvement, and academic engagement in adolescents. The intervention’s consistently positive effects across demographic subgroups affirm its generalizability and potential for broad application within educational settings. These results underscore yoga’s role not only as a physical exercise modality but as a holistic behavioral intervention fostering self-regulation, and academic engagement. Future research should focus on longitudinal effects, objective behavioral assessment, and tailoring interventions for diverse cultural contexts.
