Impact of Guided Imagery on the Vigilance and Emotionality of the College Students

Abstract

Abstract

The aim of the present study was to investigate the impact of Guided Imagery on the vigilance and emotionality of the college students as well as well being of them. The sample comprised of 100 students conveniently selected from Dayalbagh Educational Institute (DEI), Agra. Their age ranged in between 20 – 29 yrs and they belonged to urban areas. The Bourdon-Wiersma vigilance test and Eysenck Personality Profile (EPP) was used to generate data. Mann – Whiteny U test was used to statistically analyze the difference in between the groups i.e. high and low emotionality. Results for Part ‘A’ indicate that there is a significant difference (z- values = -1.961, -1965, p<0.05)between vigilance [Total Responses (TR), Correct Responses (CR)] only but this difference is not significant (z= -0.838, p > 0.05) for the Error Responses(ER)] of high and low emotionality groups. In Part ‘B’, ten willing subjects with high emotionality were purposely selected from the Part ‘A’ of the study for the sample. They were given 20 days intervention of meditative stimulus with guided imagery. Wilcoxon-T test was used for data analysis. Results indicate that there is no significant difference in the pre and post test scores of emotionality (z – values = 0.284, p > 0.05) of the subjects. Impact of Guided Imagery on vigilance (TR, CR and ER) of subjects also show that there is no significant difference in pre and post test scores (z- values = 0.566, 0.285, 0.437, p > 0.05) respectively. Although the impact of Guided Imagery intervention is reflected in the mean scores of pre and post measure of vigilance but the difference is not significant enough to generalize the results.