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

IF 1.8 Q2 EDUCATION & EDUCATIONAL RESEARCH

International Journal of School and Educational Psychology Pub Date : 2023-02-06 DOI:10.1080/21683603.2023.2170940

N. Jagadeesan, M. Kanchana

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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.

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整合REBT和ACT：年轻人学业自我妨碍管理的干预研究

学术自我妨碍（ASH）与许多负面的学术成果有关。因此，开发和测试合适的干预措施的效果变得至关重要。本研究旨在探索将理性情绪行为疗法（REBT）和接受与承诺疗法（ACT）相结合来管理年轻人ASH的有效性。采用前后对照实验研究设计。采用了学业自我妨碍量表。样本包括53名本科女生（M年龄 = 18.5，标准差 = 0.88）。得分达到或超过第50百分位（n = 25）被随机分配到实验组（n 1 = 13）或对照组（n 2 = 12）。实验组接受了8小时的在线干预。在干预结束时重新进行测试。采用Student t检验和单因素多元方差分析（MANCOVA）对数据进行分析。结果显示，与对照组相比，实验组的总体ASH得分以及子量表得分显著降低。声称自我妨碍的效应大小更大。这些发现对采取折衷的方法来处理学术困难具有启示意义。

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来源期刊

International Journal of School and Educational Psychology Social Sciences-Education

CiteScore

4.00

自引率

0.00%

发文量

期刊介绍： The International Journal of School & Educational Psychology (IJSEP) is the official journal of The International School Psychology Association (ISPA) and is a broad-based, interdisciplinary journal addressing issues of professional importance to the success of children, youth, and families in academics and in life. IJSEP seeks to bridge the gap in psychological and evidence-based practices in schools, and senior practitioners alike are invited to contribute papers to the journal. The Editor-in-Chief, Editors, and Editorial Board are made up of prominent scientists, scholars, and senior practitioners from around the world, and include eminent international and multidisciplinary reviewers who make recommendations about what articles should be published. The journal is unique in that it attempts to include the views of different individuals, and also seek to assist new researchers and practitioners in developing their scholarship. IJSEP follows a rigorous and double-blind anonymous peer review process and requires authors to meet all stylistic and ethical guidelines put forth in the most recent APA Publication Manual. The journal accepts empirical papers using quantitative, qualitative, and mixed-method methodologies that contribute to the knowledge base of any critical, international school or educational issues. Emphasizing the publication of outstanding research articles, IJSEP also considers literature reviews, methodological or theoretical statements related to teaching, learning, schooling, cross-cultural psychology, school psychological services, applied educational psychology, educational research, assessment, new models of instruction, and other school-related areas. While we realize that most learning takes place between ages 0 and 21, IJSEP also focuses on adult learning, special education services with individuals of all ages, and learning and schooling across the life-span.