Effect of Anapanasati Technique on Learning and Stress Among Adolescents

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The International Journal of Indian Psychology ISSN 2348-5396 (e) | ISSN: 2349-3429 (p) Volume 7, Issue 1, DIP: 18.01.121/20190701 DOI: 10.25215/0701.121 http://www.ijip.in | January- March, 2019

Research Paper

Effect of Anapanasati Technique on Learning and Stress among Adolescents

Dr. Santosh Vishnu Bhutekar1*, Dr. Rajesh Shirsath2

ABSTRACT Present study investigates the effect of Anapanasati technique on learning and stress among adolescents. For the present study 80 students were selected by purposive sampling method. The age range of sample was 12-16 years. Pre-post research design was used for this study. For statistical analyses mean, SD, t-test was used .results shows that Anapanasati technique has positive effect on learning and stress.

Keywords: Anapanasati, Learning, Stress

Anapana is the first step in the practice of Vipassana Mediation Anapana means observation of natural, normal respiration, as it comes in and as it goes out. It is an easy to learn, objective and scientific technique that helps develop concentration of the mind. Anapanasati is a form of Buddhist meditation originally taught by Gautama Buddha in several suttas including the Anapanasati Sutta.

Anapanasati is now common to Tibetan, Zen, Tiantai and Theravada Buddhism as well as Western-based mindfulness programs. Simply defined, Anapanasati is to feel the sensations caused by the movements of the breath in the body as is practiced in the context of mindfulness meditation.

Observation of the breath is the ideal object for meditation because it is always available and it is completely non-sectarian. Anapana is very different from techniques that are based on the artificial regulation of breath. There are no rites or rituals involved in the practice or presentation of Anapana.

Anapana provides a tool to deal with the fears, anxieties and pressures across all age groups, especially children. Besides helping to calm and concentrate the mind, Anapana help people to understand themselves better and gives them an insight into the workings of their own minds. Because of its simplicity, the technique is easy to understand and practice. The goal of Vipassana is to purify the mind of all impurities whereas the goal of Anapana is concentration of mind.

1 Assistant Professor, Model College Ghansawangi, Tq.Ghansawangi, Dist.Jalna, India 2 Assistant Professor, Head Dept. of Psychology, Arts College, Nandurghat, Tal. Kaij, Dist. Beed, India *Responding Author Received: January 2, 2019; Revision Received: March 20, 2019; Accepted: March 31, 2019 © 2019, Bhutekar. S.V & Shirsath. R; licensee IJIP. This is an Open Access Research distributed under the terms of the Creative Commons Attribution License (www.creativecommons.org/licenses/by/2.0), which permits unrestricted use, distribution, and reproduction in any Medium, provided the original work is properly cited. Effect of Anapanasati Technique on Learning and Stress among Adolescents

Anapana is the first step in the practice of Vipassana Mediation and Vipassana means "to see things as they really are"; it is a logical process of mental purification through self- observation. For self-observation, one penetrates one's entire physical and mental structure with the clarity of insight. For this, we need a medium, a tool, which will lead us to the root level of the mind, from where the negativities and impurities arise - that medium is the breath. Observing the breath is called Anapana.

Anapana meditation is a way through which the restless fleeting mind can be drawn back to a particular object or base, thus bringing the mind under control. Just as an untamed calf must be tied to a stake to prevent it from wandering away, so also the mind must be tied down to the “stake” (the base of the nose) by the “rope” (the knowing of each incoming and outgoing breath) to make it calm and steady. Anapana meditation has its own immense benefits, but it is the means, not the end. It helps us to concentrate the mind, so that mind is calmer and more focused, thereby, better able to undertake the practice of Vipassana itself.

Operational Definition: “Anapanasati meaning "mindfulness of breathing" "sati" means mindfulness; "Anapana" means to inhalation and exhalation of breathing.”

METHODOLOGY Statement of the problem: • To Study Effect of Anapanasati Technique on Learning and Stress among Adolescents.

Objective 1. To study the Effect of Anapanasati Technique on Learning among Adolescents. 2. To study the Effect of Anapanasati Technique on Stress among Adolescents.

Hypotheses 1. There will be positive Effect of Anapanasati Technique on stress among Adolescents. 2. There will be positive Effect of Anapanasati Technique on Learning among Adolescents.

Sample For the present research 60 Students were selected from MSS College Ambad city by Using Purposive Sampling Method. The age range of present sample is 14-20 year.

Variables Independent variable:- 1) Anapanasati Technique Dependent variable:- 1) Stress. 2) Learning

Research Design For the present research pre-post research Design is used.

Tools and measures: 1. Bisht Battery of Stress Scales: BBSS. This scale is developed by Dr. (Km) Abha Rani Bisht. This battery has 13 sub scales. In the research Academic

Stress Scale was used. The Academic Stress scales 80 items. The reliability coefficient value of this scale is split half method 0.88 and validity of the scale having content validity and item validity. 2. Self-Regulated Learning Scale: Developed by Gupta and Mehtani was used to assess the level of self-regulated learning among students. This scale consists of 48 statements to measure self-regulated learning of the students with six dimensions namely: self-awareness, planning and goal-setting, self- monitoring, self-control, self-evaluation and self-modification. Test-retest Reliability of the scale was 0.88 and Split-Half reliability was 0.982. The scale has high construct Validity which ranged from 0.503 to 0.596.

Procured of data collection Data was collect from MSS College Ambad city , first researcher went to college and stress scale and learning scale was administrated on 60 Adolescents by given instruction, this was pre-test and after twenty one days Anapanasati Practice was complete on the twenty-one days posttest was administrated from Adolescents given to all 60 Students. After solving test was collected. Scoring of all the tools were done as directed in their respective manuals.

Statistical analyses:- Data ware analysis by using mean, SD, t-test.

RESULTS Table no.1 show mean SD and t difference of Anapanasati on stress among Adolescents. TEST N MEAN SD t-value Pre-test 60 172.93 12.99 2.91 Post test 60 165.36 15.37

t-Value is 2.91 And df = 118 standard error of difference = 2.599. which is significant on 0.05 level.

Table no.2 show mean SD and t difference of Anapanasati on Learning among Adolescents. TEST N MEAN SD t-value Pre-test 60 92.76 13.09 Post test 60 98.01 14.89 2.05

t-Value is 2.0505 df = 118 standard error of difference = 2.560 which is significant on 0.05 level.

DISCUSSION The aim of the present study was to find the effect of Anapanasati Technique on stress and Learning among Adolescents. Table no.1 show there is mean difference between pre-test and post-test. Pre-test mean is 172.93 and SD is 12.99. Post test mean is 165.36 and SD is 15.37.t- value is 2.91which is significant on 0.05 levels there for hypothesis no.1 there will be positive Effect of Anapanasati on stress among Adolescents is accepted. Table no.2 show there is mean difference between pre-test and post-test. Pre-test mean is 92.76 and SD is 13.09 post- test mean is 98.01 and SD is 14.89 t-values is 2.05 which is significant on 0.05 level there for hypothesis no.2 There will be positive Effect of Anapanasati on learning among Adolescents

is accepted. Present study found that positive effect of Anapanasati for reducing stress and increasing learning technique.

CONCLUSION Present study finds that Anapanasati technique positive effect on stress and learning. Anapanasati practices helpful to reduce stress and Increase Learning Ability among Adolescents.

SCOPE AND LIMITATIONS This study gives good explanation of effect of Anapanasati technique on stress and Learning ability among Adolescents which can be helpful. Yet there are lots of improvements that can be made. This results only related to Adolescents it cannot generalize for others.

REFERENCES Buddhadasa, B., & Bhikkhu, N. (1971). Anapanasati: Mindfulness of Breathing. Bisht, A. R. (1987). Bisht battery of stress scales. National Psychological Corporation Agra. Chauhan SS (1978) Advanced Educational Psychology, Vikash Publication Pvt. Ltd. Gunaratana, H. (2001). Eight mindful steps to happiness: Walking the Buddha's path. Simon and Schuster. Gupta, M., & Mehtani, D. (2017). Type of school, locality and gender as determinants of self- regulated learning among students: An empirical study. International Journal of Research in Economics and Social Sciences, 7(1), 37-51. Nanamoli, B. (1964). Mindfulness of Breathing (Anapanasati). Radhi, R. (2002). A Study of Vipassana Meditation on Adolescent Behaviour Pattern. Unpublished PhD Dissertation: University of Madras, Chennai. Watore, S. M., & Kurane, M. M. B. (2017). Effect of Vipassana Meditation on Academic Stress among Adolescence.

Acknowledgements The authors profoundly appreciate all the people who have successfully contributed in ensuring this paper in place. Their contributions are acknowledged however their names cannot be mentioned.

Conflict of Interest The authors carefully declare this paper to bear not conflict of interests

How to cite this article: Bhutekar. S.V & Shirsath. R (2019). Effect of Anapanasati Technique on Learning and Stress among Adolescents. International Journal of Indian Psychology, 7(1), 1078-1081. DIP:18.01.121/20190701, DOI:10.25215/0701.121