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

Acceptance and Commitment Therapy (ACT)-based interventions have proven effective in supporting student well-being. However, the change processes occurring during such interventions remain unclear. This study explored changes reported by university students participating in an ACT-based online course which also included study skills.

The data included reflection journals and questionnaire responses on psychological flexibility, time and effort management, and study-related burnout at the start and end of the course.

Both qualitative and quantitative findings indicated numerous positive effects. Utilizing the transtheoretical model, we identified four change profiles among the students: No Change, Change in Thinking, Initial Change and Change in Behavior profiles. These profiles reflected varying levels of behavioral changes related to well-being and studying supported by differing processes of psychological flexibility. While profiles did not differ significantly at the beginning of the course, there was a significant overall increase in psychological flexibility and time and effort management skills, alongside a decrease in study-related burnout dimensions-except for Inadequacy, which increased in the Initial Change profile.

Students in Initial Change profile may benefit from additional support to enhance their well-being and study practices. These findings provide insights into the diverse change processes among students, highlighting the need for tailored support to encourage behavioral change. Future research should examine individual differences to better target interventions for students at different stages of change.