A guided online ACT intervention may increase psychological well-being and support school engagement in adolescents
Hämäläinen, T., Lappalainen, P., Puolakanaho, A., Lappalainen, R., & Kiuru, N. (2023). A guided online ACT intervention may increase psychological well-being and support school engagement in adolescents. Journal of Contextual Behavioral Science, 27, 152-159. https://doi.org/10.1016/j.jcbs.2023.02.002
Published in
Journal of Contextual Behavioral ScienceAuthors
Date
2023Copyright
© 2023 The Authors. Published by Elsevier Inc. on behalf of Association for Contextual Behavioral Science. T
Objective
The aim of the present study was to investigate the extent to which initial levels and changes in ninth-grade adolescents' (n = 243) psychological well-being were associated with their school engagement after the transition to upper secondary education. In addition, we investigated whether a brief guided online acceptance and commitment therapy (ACT) intervention program delivered during ninth grade was associated with adolescents’ subsequent school engagement through changes in their psychological well-being.
Method
Latent growth modeling (LGM) was used to examine the levels of and changes in well-being during ninth grade. Next, school engagement (measured by school satisfaction and dropout intentions) at the first year of upper secondary education was added to the model as a distal outcome variable. Finally, we examined the indirect effects of an online ACT intervention on subsequent school engagement through changes in psychological well-being. Effects of gender and academic achievement were controlled for in all analyses.
Results
A higher level of life satisfaction at the beginning of ninth grade predicted higher engagement in upper secondary education, whereas increased depressive symptoms during ninth grade predicted lower engagement in upper secondary education. Also, participation in the brief guided online ACT intervention during ninth grade promoted school satisfaction through decreased depressive symptoms.
Conclusions
The results suggested that psychological well-being and changes in psychological well-being during the final year of basic education are associated with school engagement after the transition to upper secondary education. The results also suggested that a brief guided online ACT intervention may increase psychological well-being, which can, in turn, support later school engagement.
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Publisher
Elsevier BVISSN Search the Publication Forum
2212-1447Keywords
acceptance and commitment therapy online intervention adolescents school engagement dropout psychological well-being mental well-being sitoutuminen (toiminta) nuoret toisen asteen koulutus hoitomenetelmät interventio henkinen hyvinvointi hyväksymis- ja omistautumisterapia koulunkäynti muutos perusasteen koulutus
Publication in research information system
https://converis.jyu.fi/converis/portal/detail/Publication/176933144
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Related funder(s)
Research Council of FinlandFunding program(s)
Academy Project, AoFAdditional information about funding
This study was funded by the Finnish Cultural Foundation and the Academy of Finland (No.266851, 324638).License
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