Effect of Mindfulness-Based Interventions (Western and Indian Approaches) on Stress Reduction and Academic Performance in an Undergraduate Physiotherapy Student.

SURESH P R

doi:10.36948/ijfmr.2026.v08i01.68850

Effect of Mindfulness-Based Interventions (Western and Indian Approaches) on Stress Reduction and Academic Performance in an Undergraduate Physiotherapy Student.

Author(s)	Mr. SURESH P R
Country	India
Abstract	Background: Undergraduate Bachelor of Physiotherapy (BPT) students are frequently exposed to high academic demands, making them vulnerable to stress that can adversely affect learning and academic performance. Students with persistent academic difficulties often experience heightened stress, reduced concentration, and low self-efficacy. Mindfulness-Based Interventions (MBIs), derived from both Western psychological models and Indian contemplative traditions, have shown promise in reducing stress and enhancing cognitive functioning, yet evidence in physiotherapy education remains limited. Objective: To evaluate the effect of an integrated Western and Indian Mindfulness-Based Intervention on perceived stress and academic performance in an undergraduate BPT student experiencing academic difficulties. Methods: A single-case study design was employed. Perceived stress was assessed using the Perceived Stress Scale (PPS), and academic performance was evaluated using marks obtained in three consecutive internal assessments. The participant underwent a 12-week structured MBI program incorporating Western mindfulness practices (mindful breathing, body scan, non-judgmental awareness) and Indian practices (Dhyana, Pranayama, mantra-based mindfulness, and Sakshi Bhava). Results: Post-intervention assessment revealed a substantial reduction in perceived stress scores, along with a progressive improvement in academic performance across three subsequent internal assessments. The findings suggest a positive association between stress reductions through mindfulness practices and enhanced academic outcomes. Conclusion: The integrated application of Western and Indian MBIs appears to be a feasible and effective non-pharmacological approach for reducing academic stress and improving academic performance in undergraduate physiotherapy students. Incorporation of mindfulness-based strategies within physiotherapy education may support student well-being and academic success.
Keywords	Mindfulness-Based Interventions, Academic Stress, Physiotherapy Education, Undergraduate Students, Perceived Stress Scale, Academic Performance, Yoga and Meditation.
Field	Sociology > Philosophy / Psychology / Religion
Published In	Volume 8, Issue 1, January-February 2026
Published On	2026-02-17
DOI	https://doi.org/10.36948/ijfmr.2026.v08i01.68850

View / Download PDF File

E-ISSN 2582-2160

doi

CrossRef DOI is assigned to each research paper published in our journal.

IJFMR DOI prefix is
10.36948/ijfmr

Downloads

Research Paper Format Copyright Permission Form and Undertaking Form Cover Page Vol 8 Isu 2 Cover Page Vol 8 Isu 1 Cover Page Vol 7 Isu 6

All research papers published on this website are licensed under Creative Commons Attribution-ShareAlike 4.0 International License, and all rights belong to their respective authors/researchers.

CC-BY-SA

About IJFMR Fees & Payment Current Issue Publication Archive	Submit Research Paper Track Submission Status Publication Guidelines Publication Ethics Peer Review & Plagiarism	Join as a Reviewer Editors & Reviewers Reviewer Referral Program Get Reviewer Membership Certi.	Website/Journal Policies Usage Policy Content Policies Privacy Policy

Contact Us		+91-9687-828-838	editor@ijfmr.com

International Journal For Multidisciplinary Research

A Widely Indexed Open Access Peer Reviewed Multidisciplinary Bi-monthly Scholarly International Journal

Effect of Mindfulness-Based Interventions (Western and Indian Approaches) on Stress Reduction and Academic Performance in an Undergraduate Physiotherapy Student.

Share this