Integrating REBT and ACT: An intervention study for managing academic self- handicapping among young adults

Abstract

ABSTRACT Academic self-handicapping (ASH) has been linked to a number of negative academic outcomes. Thus, it becomes essential to develop and test the efficacy of suitable interventions for the same. The present study aims to explore the effectiveness of integrating Rational Emotive Behavior Therapy (REBT) and Acceptance and Commitment Therapy (ACT) to manage ASH among young adults. A before-after with control experimental research design was adopted. The Academic Self-Handicapping Scale was employed. The sample comprised 53 undergraduate female students (M age = 18.5, SD = 0.88) selected through purposive sampling. Participants who scored at or above the 50th percentile (n = 25) were randomly assigned to the experimental (n 1 = 13) or control group (n 2 = 12). The experimental group was exposed to an 8-hour online intervention. Tests were re-administered at the end of the intervention. Student’s t-test and one-way multiple analysis of co-variance (MANCOVA) were used to analyze the data. The results revealed a significant reduction in overall ASH scores as well as the sub-scale scores within the experimental group as well as in comparison to the control group. The effect size was greater for Claimed self-handicapping. The findings have implications in adopting an eclectic approach to manage academic difficulties.