Performance-based acceptance and commitment training in a collegiate flight program

Abstract

Students in flight training programs experience high levels of stress and anxiety that may impede their performance on practical exams. The restrictive nature of Federal Aviation Administration (FAA) regulations and perceived negative consequences of seeking mental health treatment further exacerbates these challenges. This study examined the efficacy of performance-based acceptance and commitment training (ACT) in enhancing psychological flexibility, resilience, and mental well-being as well as improving FAA practical examination outcomes among collegiate flight training students. A randomized controlled trial was used to compare outcomes between students receiving a six-week ACT intervention (n = 23) and a control group (n = 27). The planned sample size of 100 was not achieved, thus, the analyses were underpowered and should be cautiously interpreted. Results indicate significant improvements among intervention participants in anxiety sensitivity (g = 0.43) and psychological flexibility (g = 0.58) compared to those in the control group. However, no significant differences in examination pass rates or time to completion were found between groups. To examine idiographic differences, individual change scores were plotted, demonstrating the heterogeneity of effects between participants. Potential explanations for the intervention's lack of effect on practical exam performance are discussed and suggestions are given to improve future performance-based interventions in this unique context.