Psychological Well-Being of Students in Terms of Breathing Techniques for Energy

Aim. To empirically evaluate the impact of the energy-resource breathing technique on the overall level of students’ psychological well-being and its structural components described by K. Riff in her model.

Methodology. The study involved 101 people – students of the LUNN who performed breathing techniques for energy three months (20–30 minutes daily). Psychodiagnostics was carried out before (T0) and after (T1) the intervention in the repeated measures design. The Psychological Well-Being Scale by K. Riff (PWBS) was used in adaptation by T. D. Shevelenkova and P. P. Fesenko. Statistical analysis included descriptive statistics, distribution analysis, frequency analysis of levels, Student’s t-test for dependent samples, and calculation of effect sizes (Cohen’s d).

Results. A significant increase in psychological well-being was observed (p<0.001). The proportion of participants with a low level of well-being decreased from 34.6% to 4.0%, while those with a high level increased from 31.7% to 57.4%. The integral score demonstrated an extremely large effect (d=1.430). The greatest improvements were noted in Autonomy (d=1.124), Environmental Mastery (d=1.145), and Personal Growth (d=1.032); substantial positive changes were also found in Positive Relations (d=1.012) and Purpose in Life (d=0.924). Self-Acceptance showed a moderately large effect (d=0.530).

Research implications. The breathing method for energy significantly enhances overall psychological well-being and its core components within Riff’s model, confirming its effectiveness as a tool for psychophysiological self-regulation and resource restoration. The tested methodology can be recommended for use in the educational process of universities.

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