Acceptance and Commitment Training (ACT) as a Positive Psychological Intervention: A Systematic Review and Initial Meta-analysis Regarding ACT’s Role in Well-Being Promotion Among University Students

Andrew J. Howell () and Holli-Anne Passmore
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Andrew J. Howell: MacEwan University
Holli-Anne Passmore: University of British Columbia

Journal of Happiness Studies, 2019, vol. 20, issue 6, No 16, 1995-2010

Abstract: Abstract This paper (a) makes the argument for conceiving Acceptance and Commitment Training (ACT), when applied to the enhancement of well-being, as a positive psychological intervention, and (b) supports this view by reviewing evidence for ACT’s impact on university student well-being. Searches of the literature identified five randomized experiments that measured improvements in university student well-being as a function of ACT interventions relative to control conditions. A meta-analysis revealed a significant, small pooled effect size on well-being (d = 0.29), providing initial evidence of ACT’s role as a positive psychological intervention among university students. Strengths and limitations of the extant literature are discussed, as are implications of, and future directions for, this area of study. It is concluded that research, theory, and application within well-being scholarship may be facilitated by recognizing ACT’s application to the enhancement of well-being.

Keywords: Acceptance and commitment training; Well-being; Positive psychology; University students (search for similar items in EconPapers)
Date: 2019
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DOI: 10.1007/s10902-018-0027-7

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