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A Scoping Review of Acceptance and Commitment Therapy in Higher Education.

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Title: A Scoping Review of Acceptance and Commitment Therapy in Higher Education.
Authors: Caimano, Sarah (AUTHOR), Malkin, Albert (AUTHOR), Monroy, Patricia (AUTHOR), Horoky, Denise (AUTHOR), Kum, Jina J. Y. (AUTHOR)
Source: Psychological Record. Mar2024, Vol. 74 Issue 1, p101-132. 32p.
Subjects: Acceptance & commitment therapy, Higher education, Life satisfaction, Student well-being, Test anxiety, Well-being
Abstract: Acceptance and commitment therapy/training (ACT) is a transdiagnostic intervention that holds promise in improving well-being across a variety of contexts and modalities of application. The current scoping review aims to examine the literature on the use of ACT interventions in higher education. Such interventions target aspects of student well-being (e.g., depression, anxiety, stress, life satisfaction, flexibility), academic outcomes, and knowledge of ACT processes. This scoping review includes 34 peer-reviewed empirical research articles, located across multiple databases, that applied ACT interventions with students enrolled in higher education. We found that online and in-person interventions were both widely used and were found to be effective at increasing both academic and well-being outcomes. Though these outcomes are promising, nearly half of the articles reviewed provided insufficient detail to allow for replication and reported scant demographic details. Strengths, limitations, and directions for future research involving ACT interventions in higher education are discussed, in the interest of further aligning research with the ACBS Task Force recommendations, and most important, supporting students. [ABSTRACT FROM AUTHOR]
Copyright of Psychological Record is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: <searchLink fieldCode="DE" term="%22Acceptance+%26+commitment+therapy%22">Acceptance & commitment therapy</searchLink><br /><searchLink fieldCode="DE" term="%22Higher+education%22">Higher education</searchLink><br /><searchLink fieldCode="DE" term="%22Life+satisfaction%22">Life satisfaction</searchLink><br /><searchLink fieldCode="DE" term="%22Student+well-being%22">Student well-being</searchLink><br /><searchLink fieldCode="DE" term="%22Test+anxiety%22">Test anxiety</searchLink><br /><searchLink fieldCode="DE" term="%22Well-being%22">Well-being</searchLink>
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  Data: Acceptance and commitment therapy/training (ACT) is a transdiagnostic intervention that holds promise in improving well-being across a variety of contexts and modalities of application. The current scoping review aims to examine the literature on the use of ACT interventions in higher education. Such interventions target aspects of student well-being (e.g., depression, anxiety, stress, life satisfaction, flexibility), academic outcomes, and knowledge of ACT processes. This scoping review includes 34 peer-reviewed empirical research articles, located across multiple databases, that applied ACT interventions with students enrolled in higher education. We found that online and in-person interventions were both widely used and were found to be effective at increasing both academic and well-being outcomes. Though these outcomes are promising, nearly half of the articles reviewed provided insufficient detail to allow for replication and reported scant demographic details. Strengths, limitations, and directions for future research involving ACT interventions in higher education are discussed, in the interest of further aligning research with the ACBS Task Force recommendations, and most important, supporting students. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Psychological Record is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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