Abstract
Previous research in higher education has shown that Acceptance and Commitment Therapy (ACT) -based interventions have beneficial effects on students’ well-being. However, not much is known about the range of behaviour changes behind these outcomes.In this mixed methods study, we explored the variety of the changes ACT-based course participating university students (N=101) describe in their reflective learning reports. We did so by applying the Extended Evolutionary Meta Model (EEMM) in abductive content analysis, and by applying network visualisation of the various study burnout risk change groups.The results showed that the largest proportion of students described changes in the EEMM dimension of overt behaviour (75%), especially time and effort management. Vitality, and decreased distress were the most described outcomes related to behaviour changes.Study burnout risk decreased significantly at the course level. When observing the interrelations of behaviour changes in the networks of burnout risk change groups, alongside time and effort management, attentional and affective dimensions representing present moment awareness and acceptance were central changes in the group that had the greatest reduction in burnout risk. These findings contribute to the need to map out the variety of beneficial mechanisms and serve further idiographic research about changes during study-integrated ACT-based interventions.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
