The Significance of Nine-Centered Meditation in Alleviating Academic Performance Issues Among Adolescent Boys: A Randomized Controlled Trial
M.Vinoth Kumar, B. Shalini, V. Subbulakshmi
Adolescência e Saúde August 1, 2026 DOI: 10.67440/ahj.v21i5s.1344 (opens in new tab)
Study at a glance
AI-extracted from the abstract| Characteristics | Randomized controlled trial Peer reviewed |
|---|---|
| Sample size | 80 |
| Population | Adolescent boys (ages 13-17) with academic performance issues (GPA < 3.0) |
| Intervention | Nine-Centered Meditation |
| Dose | 6 sessions/week, 50 min/session |
| Duration | 12-week intervention |
| Measures | GPA, Internet Addiction Test (IAT) |
| Topics | Meditation |
| Keywords | Education |
| Key findings | Nine-Centered Meditation significantly improved academic performance (GPA from 2.8 to 3.4, d=1.71) and reduced internet addiction (IAT from 68.4 to 42.1, d=1.68) and daily internet use (from 7.8 to 4.2 hours, d=2.68) in the experimental group, with no significant changes in the control group. |
Abstract
Background: Declining academic performance among adolescents has emerged as a significant educational concern, associated with excessive internet use, poor attention regulation, and inadequate self-discipline. Nine-Centered Meditation, rooted in the Simplified kundalini Yoga tradition, offers a holistic intervention targeting cognitive enhancement and behavioral modification. This study evaluated the effectiveness of Nine-Centered Meditation on academic performance, internet addiction and daily internet usage time among adolescent boys.
Methods: A randomized controlled trial was conducted with 80 adolescent boys (ages 13–17) identified with academic performance issues (GPA < 3.0) from 250 students. Participants were randomly allocated to an experimental group (n = 50) receiving a 12-week Nine-Centered Meditation intervention (6 sessions/week, 50 min/session) or a waitlist control group (n = 50). Pre-test and post-test assessments were conducted using standardized instruments. Data were analyzed using independent and paired samples t-tests with Cohen's d effect sizes.
Results: The experimental group demonstrated statistically significant improvements across all six dependent variables (p < 0.001). Academic performance (GPA) improved from 2.8 ± 0.4 to 3.4 ± 0.3 (d = 1.71), internet addiction (IAT) decreased from 68.4 ± 8.2 to 42.1 ± 7.5 (d = 1.68), and daily internet usage time from 7.8 ± 1.4 to 4.2 ± 1.2 hours/day (d = 2.68). No significant changes were observed in the control group.
Conclusions: Nine-Centered Meditation is an effective intervention for improving academic performance and reducing digital addiction among adolescent boys. The findings support the integration of meditation-based programs into educational settings to enhance student achievement.
Comparable studies
Other randomized controlled trials on meditation, most cited first.
| Study | Year | Design | Participants |
|---|---|---|---|
| Alterations in Brain and Immune Function Produced by Mindfulness Meditation Healthy employees in a work environment | 2003 | Randomized controlled trial | n = 41 |
| Prevention of relapse/recurrence in major depression by mindfulness-based cognitive therapy. Recovered recurrently depressed patients | 2000 | Randomized controlled trial | n = 145 |
| Open hearts build lives: Positive emotions, induced through loving-kindness meditation, build consequential personal resources. Working adults | 2008 | Randomized controlled trial | n = 139 |
| Short-term meditation training improves attention and self-regulation Undergraduate Chinese students | 2007 | Randomized controlled trial | n = 40 |
| Mindfulness-Based Cognitive Therapy for Depression: Replication and Exploration of Differential Relapse Prevention Effects. Recovered recurrently depressed patients | 2004 | Randomized controlled trial | n = 73 |