Exploring the Effects of an Acceptance and Commitment Therapy-Based Intervention Course on University Students’ Well-Being—A Mixed-Method Study

Ronja Ruuska (), Nina Katajavuori and Henna Asikainen
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Ronja Ruuska: Faculty of Educational Sciences, University of Helsinki, Siltavuorenpenger 5, 00014 Helsinki, Finland
Nina Katajavuori: HYPE Centre for University Teaching and Learning, University of Helsinki, Siltavuorenpenger 3a, 00014 Helsinki, Finland
Henna Asikainen: HYPE Centre for University Teaching and Learning, University of Helsinki, Siltavuorenpenger 3a, 00014 Helsinki, Finland

Social Sciences, 2025, vol. 14, issue 6, 1-14

Abstract: A decline in university students’ well-being is a serious concern internationally. The present study explores how university students benefit from an eight-week online acceptance and commitment therapy (ACT)-based intervention course. This course aims to improve psychological flexibility and organised studying skills. A total of 189 university students participated in the mixed-method study in the spring of 2021 comprising both quantitative and qualitative data. Students’ pre- and post-intervention burnout risk was measured, and students were divided into four groups based on their burnout-risk scores. In addition, students’ reflective reports were analysed using abductive content analysis to identify students’ experiences of the benefits of the course. These categories were further quantified and compared across different burnout-risk groups. The results showed that the burnout risk decreased during the course. Qualitative content analysis revealed seven main categories of benefits from the course: (1) improved general well-being, (2) improved self-knowledge, (3) increased psychological flexibility, (4) improved study practices and study motivation, (5) increased self-compassion, (6) peer support, and (7) improved organised studying. There were no statistically significant differences in these experiences between the burnout-risk groups. The study highlights the potential of ACT-based intervention courses to improve university students’ well-being and studying skills, suggesting a need for further exploration of burnout prevention through such measures.

Keywords: acceptance and commitment therapy (ACT); higher education; intervention; psychological flexibility; study-related burnout (search for similar items in EconPapers)
JEL-codes: A B N P Y80 Z00 (search for similar items in EconPapers)
Date: 2025
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