A1 Alkuperäisartikkeli tieteellisessä aikakauslehdessä
A guided online ACT intervention may increase psychological well-being and support school engagement in adolescents (2023)


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


JYU-tekijät tai -toimittajat


Julkaisun tiedot

Julkaisun kaikki tekijät tai toimittajat: Hämäläinen, Tetta; Lappalainen, Päivi; Puolakanaho, Anne; Lappalainen, Raimo; Kiuru, Noona

Lehti tai sarja: Journal of Contextual Behavioral Science

ISSN: 2212-1447

eISSN: 2212-1455

Julkaisuvuosi: 2023

Ilmestymispäivä: 14.02.2023

Volyymi: 27

Artikkelin sivunumerot: 152-159

Kustantaja: Elsevier BV

Julkaisumaa: Alankomaat

Julkaisun kieli: englanti

DOI: https://doi.org/10.1016/j.jcbs.2023.02.002

Julkaisun avoin saatavuus: Avoimesti saatavilla

Julkaisukanavan avoin saatavuus: Osittain avoin julkaisukanava

Julkaisu on rinnakkaistallennettu (JYX): https://jyx.jyu.fi/handle/123456789/85666


Tiivistelmä

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.


YSO-asiasanat: hyväksymis- ja omistautumisterapia; henkinen hyvinvointi; nuoret; hoitomenetelmät; interventio; sitoutuminen (toiminta); muutos; koulunkäynti; toisen asteen koulutus; perusasteen koulutus

Vapaat asiasanat: acceptance and commitment therapy; online intervention; adolescents; school engagement; dropout; psychological well-being; mental well-being


Liittyvät organisaatiot

JYU-yksiköt:


Hankkeet, joissa julkaisu on tehty


OKM-raportointi: Kyllä

Raportointivuosi: 2023

Alustava JUFO-taso: 1


Viimeisin päivitys 2024-22-04 klo 19:30