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Browsing by Subject "Psychological flexibility"

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  • Kämper, Ella (2023)
    The mental health of university students has been a concern worldwide for years, and the issues have been increasing gradually to this date. Factors related to increased stress and mental health issues among university students include poor academic performance. To succeed in studies, students need to acquire organized study skills, which are also connected to one’s psychological well-being. By increasing psychological flexibility, it is possible to learn skills of managing stress, thoughts, and emotions and thus enhance one’s own mental well-being. Psychological flexibility is the goal of Acceptance and Commitment Therapy (ACT) and refers to a skill to focus on the present moment and live in the pursuit of one’s own goals and values. The connection between psychological flexibility and well-being has been studied quite extensively with quantitative measures. However, there is less research about this connection in the context of higher education institutes and university students. Also, according to the knowledge of the researcher, there has been fewer studies on the impact mechanisms of the different sub-processes of psychological flexibility and ACT. More in-depth research with qualitative methods is also needed to gain better understanding about the phenomenon. In some studies, ACT-based interventions have been found to have a positive impact on university students’ psychological well-being and study skills, but more research is needed within this context. The study was conducted applying a mixed methods approach combining repeated measures ANOVA and inductive content analysis. The research group consisted of students who participated in the web-based course, Towards Better Well-being and Studying, during fall 2021 at the University of Helsinki, Finland. For the quantitative measurements, a control group was also used, consisting of students on the waiting list for the course. The research task of this study was to gain better understanding of the possible changes in the participants’ well-being and organized study skills during the course, as well as to examine, how the students attending the course have evaluated the effectiveness of the specific modules and tasks involved during the course. Quantitative results showed that the course had a statistically significant effect on participants' organized study skills, psychological flexibility, and emotional and psychological well-being. Comparing the results of students who participated in the course with those of the control group, whose measures remained mostly the same, confirms this finding about the effects of the course on well-being, organized study skills and psychological flexibility. The results of the qualitative part of the study were in line with these findings. Based on findings from inductive content analysis, the course’s different modules were perceived as useful, and the course had an impact on the well-being of most students as well as their organized study skills. Students’ responses displayed personal development and in-depth reflection both at an individual level and at a broader and societal level. The students felt that they had gained new insights and particularly many concrete tips on how to promote their own well-being and learning, which they will continue to use in the future.
  • Yang, Ying (2024)
    Many university students in China are suffering from mental health problems, and the need for effective well-being interventions has been recognised as enormous. Given limited resources, innovative approaches are needed to increase university students’ well-being. Previous studies recognised that Acceptance and Commitment Therapy (ACT) interventions have a positive effect on improving student well-being. This research seeks to explore the change in Chinese university students’ psychological flexibility, well-being, and study-related burnout, and how they experience a pilot ACT intervention course WELLS developed by the University of Helsinki. This research was conducted in a voluntary online course piloted in two Chinese universities in 2023, lasting for seven weeks. The course was delivered on the Digicampus platform and included two optional online meetings, weekly individual exercises and group discussion and reflection. The study applied a mixed methods approach combining paired t-tests and inductive content analysis. The data were collected through pre- and post-questionnaires (n = 14) and students’ reflective journals (n = 15). Quantitative results revealed significant increases in students' scores on psychological flexibility (d=-1.28, p<0.001) and well-being (d=-1.10, p=0.001) and a decrease in burnout (d=0.73, p=0.017) following the intervention. Qualitative findings supported these quantitative results, suggesting that students benefited from group work, learned to deal with thoughts and emotions, increased self-compassion and well-being and improved time management and study. These results indicated that the WELLS online ACT intervention is associated with positive changes in university students' well-being.