基于 ACT 的在线课程干预中大学生行为和学习倦怠风险的变化：混合方法研究

IF 3.4 3区心理学 Q1 PSYCHOLOGY, CLINICAL

Journal of Contextual Behavioral Science Pub Date : 2024-10-01 DOI:10.1016/j.jcbs.2024.100845

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引用次数: 0

摘要

以往的高等教育研究表明，以接纳与承诺疗法（ACT）为基础的干预措施对学生的身心健康有益。在这项混合方法研究中，我们探讨了参与 ACT 课程的大学生（人数 = 101）在其反思学习报告中描述的各种变化。我们在归纳内容分析中应用了扩展进化元模型（EEMM），并对不同的学习倦怠风险变化群体进行了网络可视化分析。结果显示，最大比例的学生描述了公开行为的 EEMM 维度变化（75%），尤其是时间和精力管理。在课程层面，学习倦怠风险显著降低。在观察倦怠风险改变群体网络中行为改变的相互关系时，除了时间和精力管理，代表当下意识和接受的注意力和情感维度也是倦怠风险降低幅度最大的群体的核心改变。这些发现表明，有必要绘制出各种有益机制的图谱，并为进一步研究基于ACT的研究整合干预过程中的变化提供服务。

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Changes in university students’ behaviour and study burnout risk during ACT-based online course intervention: A mixed methods study

Previous research in higher education has shown that Acceptance and Commitment Therapy (ACT) -based interventions have beneficial effects on students’ well-being. However, not much is known about the range of behaviour changes behind these outcomes.

In this mixed methods study, we explored the variety of the changes ACT-based course participating university students (N = 101) describe in their reflective learning reports. We did so by applying the Extended Evolutionary Meta Model (EEMM) in abductive content analysis, and by applying network visualisation of the various study burnout risk change groups.

The results showed that the largest proportion of students described changes in the EEMM dimension of overt behaviour (75%), especially time and effort management. Vitality, and decreased distress were the most described outcomes related to behaviour changes.

Study burnout risk decreased significantly at the course level. When observing the interrelations of behaviour changes in the networks of burnout risk change groups, alongside time and effort management, attentional and affective dimensions representing present moment awareness and acceptance were central changes in the group that had the greatest reduction in burnout risk. These findings contribute to the need to map out the variety of beneficial mechanisms and serve further idiographic research about changes during study-integrated ACT-based interventions.

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来源期刊

Journal of Contextual Behavioral Science PSYCHOLOGY, CLINICAL-

CiteScore

8.50

自引率

18.00%

发文量

审稿时长

61 days

期刊介绍： The Journal of Contextual Behavioral Science is the official journal of the Association for Contextual Behavioral Science (ACBS). Contextual Behavioral Science is a systematic and pragmatic approach to the understanding of behavior, the solution of human problems, and the promotion of human growth and development. Contextual Behavioral Science uses functional principles and theories to analyze and modify action embedded in its historical and situational context. The goal is to predict and influence behavior, with precision, scope, and depth, across all behavioral domains and all levels of analysis, so as to help create a behavioral science that is more adequate to the challenge of the human condition.