Show simple item record

dc.contributor.authorRäsänen, Panajiota
dc.contributor.authorMuotka, Joona
dc.contributor.authorLappalainen, Raimo
dc.date.accessioned2023-08-31T10:52:38Z
dc.date.available2023-08-31T10:52:38Z
dc.date.issued2023
dc.identifier.citationRäsänen, P., Muotka, J., & Lappalainen, R. (2023). Examining coaches' asynchronous written feedback in two blended ACT-based interventions for enhancing university students' wellbeing and reducing psychological distress : A randomized study. <i>Journal of Contextual Behavioral Science</i>, <i>29</i>, 98-108. <a href="https://doi.org/10.1016/j.jcbs.2023.06.006" target="_blank">https://doi.org/10.1016/j.jcbs.2023.06.006</a>
dc.identifier.otherCONVID_183713525
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/88837
dc.description.abstractIntroduction Internet-delivered cognitive and behavioral interventions have been shown to be effective in enhancing university students' well-being and reducing symptoms of stress and depression. However, few studies have examined the active components that may contribute to their effectiveness. The present study aimed to explore what kind of online written coach feedback would be useful on participants’ outcomes and satisfaction in two Acceptance and Commitment Therapy (ACT) blended interventions. Methods ACT-trained master's level psychology students offered coach support (n = 50; 88% female, Mage = 26 years) to university students, who were randomly assigned to two parallel groups, each offered three face-to-face sessions and an online five-module ACT-based program. One group (iACTa, n = 61) received free-form personalized, individually tailored written feedback, and the other (iACTb, n = 62) received semi-structured written feedback with minimal personalization options. Results Both groups had gains from participating in the interventions across all measures, including well-being, psychological flexibility, mindfulness skills, and reduction of stress and depression symptoms. However, there were no significant differences between the two groups except for well-being, which favored the iACTb. The iACTa group saw mostly small to large effect sizes (d = .44–0.80) while medium to large effect sizes were observed for the iACTb group (d = .69–0.83). The retention rate was good (iACTa: n = 51, 83.6%, iACTb: n = 54, 87.1%). Semi-structured features almost halved the coaches’ written response time for each participant (31 min in iACTa vs. 18 min in iACTb). Conclusions The results shed light in the very limited research available and suggest that ACT-based, blended internet interventions with semi-structured coach feedback and minimally tailored features can be as effective as interventions with fully personalized feedback in treatment outcomes and participants’ satisfaction.en
dc.format.mimetypeapplication/pdf
dc.language.isoeng
dc.publisherElsevier
dc.relation.ispartofseriesJournal of Contextual Behavioral Science
dc.rightsCC BY 4.0
dc.subject.otheracceptance and commitment therapy
dc.subject.otherblended internet interventions
dc.subject.otherasynchronous feedback
dc.subject.otheruniversity student
dc.subject.otherwell-being
dc.subject.otherpsychological distress
dc.titleExamining coaches' asynchronous written feedback in two blended ACT-based interventions for enhancing university students' wellbeing and reducing psychological distress : A randomized study
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-202308314872
dc.contributor.laitosPsykologian laitosfi
dc.contributor.laitosDepartment of Psychologyen
dc.contributor.oppiaineHyvinvoinnin tutkimuksen yhteisöfi
dc.contributor.oppiainePsykologiafi
dc.contributor.oppiaineResurssiviisausyhteisöfi
dc.contributor.oppiaineSchool of Wellbeingen
dc.contributor.oppiainePsychologyen
dc.contributor.oppiaineSchool of Resource Wisdomen
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.type.coarhttp://purl.org/coar/resource_type/c_2df8fbb1
dc.description.reviewstatuspeerReviewed
dc.format.pagerange98-108
dc.relation.issn2212-1447
dc.relation.volume29
dc.type.versionpublishedVersion
dc.rights.copyright© 2023 the Authors
dc.rights.accesslevelopenAccessfi
dc.subject.ysointerventio
dc.subject.ysohenkinen hyvinvointi
dc.subject.ysohyväksymis- ja omistautumisterapia
dc.subject.ysoopiskelijat
dc.subject.ysostressi
dc.subject.ysohyvinvointi
dc.subject.ysomasennus
dc.subject.ysopalaute
dc.format.contentfulltext
jyx.subject.urihttp://www.yso.fi/onto/yso/p41
jyx.subject.urihttp://www.yso.fi/onto/yso/p1946
jyx.subject.urihttp://www.yso.fi/onto/yso/p20112
jyx.subject.urihttp://www.yso.fi/onto/yso/p16486
jyx.subject.urihttp://www.yso.fi/onto/yso/p133
jyx.subject.urihttp://www.yso.fi/onto/yso/p1947
jyx.subject.urihttp://www.yso.fi/onto/yso/p7995
jyx.subject.urihttp://www.yso.fi/onto/yso/p1236
dc.rights.urlhttps://creativecommons.org/licenses/by/4.0/
dc.relation.doi10.1016/j.jcbs.2023.06.006
jyx.fundinginformationThis study was funded by strategic funds from the University of Jyväskylä’s Rector in Finland (Project number:21000841).
dc.type.okmA1


Files in this item

Thumbnail

This item appears in the following Collection(s)

Show simple item record

CC BY 4.0
Except where otherwise noted, this item's license is described as CC BY 4.0