Integrating REBT and ACT: An Intervention Study for Managing Academic Self-Handicapping among Young Adults

Autor/inn/en	Jagadeesan, Nandini; Kanchana, M.
Titel	Integrating REBT and ACT: An Intervention Study for Managing Academic Self-Handicapping among Young Adults
Quelle	In: International Journal of School & Educational Psychology, 11 (2023) 3, S.274-285 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Jagadeesan, Nandini) ORCID (Kanchana, M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2168-3603
DOI	10.1080/21683603.2023.2170940
Schlagwörter	Self Destructive Behavior; Young Adults; Behavior Modification; Cognitive Restructuring; Psychotherapy; Undergraduate Students; Outcomes of Treatment; Scores; Effect Size; Intervention + Suchen Sie Ihr Suchwort? Self destrucive behaviour; Selbstzerstörung; Young adult; Junger Erwachsener; Behaviour modification; Verhaltensänderung; Psychotherapie
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[subscript 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[subscript 1] = 13) or control group (n[subscript 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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01