Detecting change processes during an ACT-based course for enhancing university students' well-being and study skills

Area of Science:

• Psychology
• Educational Psychology
• Clinical Psychology

Background:

• Acceptance and Commitment Therapy (ACT) interventions are effective for student well-being.
• The specific change processes within ACT interventions for students are not well understood.
• University students face challenges impacting well-being and academic success.

Purpose of the Study:

• To explore the change processes in university students undergoing an ACT-based online course.
• To identify different change profiles based on psychological flexibility and behavioral outcomes.
• To understand how study skills and burnout are affected by ACT interventions.

Main Methods:

• Qualitative and quantitative data from reflection journals and questionnaires were collected.
• Psychological flexibility, time/effort management, and study burnout were assessed pre- and post-intervention.
• The transtheoretical model was used to categorize student change profiles.

Main Results:

• Significant increases in psychological flexibility and time/effort management were observed.
• Study-related burnout decreased overall, except for the 'Inadequacy' dimension in the 'Initial Change' profile.
• Four distinct change profiles emerged: No Change, Change in Thinking, Initial Change, and Change in Behavior.

Conclusions:

• Student change processes during ACT interventions are diverse, influenced by psychological flexibility.
• The 'Initial Change' profile may require additional support for enhanced well-being and study practices.
• Tailored interventions and further research into individual differences are needed to optimize student support.