Changes in university students’ behaviour and study burnout risk during ACT-based online course intervention: A mixed methods study

Previous research in higher education has shown that Acceptance and Commitment Therapy (ACT) -based interventions have beneficial effects on students’ well-being. However, not much is known about the range of behaviour changes behind these outcomes. In this mixed methods study, we explored the variety of the changes ACT-based course participating university students (N = 101) describe in their reflective learning reports. We did so by applying the Extended Evolutionary Meta Model (EEMM) in abductive content analysis, and by applying network visualisation of the various study burnout risk change groups. The results showed that the largest proportion of students described changes in the EEMM dimension of overt behaviour (75%), especially time and effort management. Vitality, and decreased distress were the most described outcomes related to behaviour changes. Study burnout risk decreased significantly at the course level. When observing the interrelations of behaviour changes in the networks of burnout risk change groups, alongside time and effort management, attentional and affective dimensions representing present moment awareness and acceptance were central changes in the group that had the greatest reduction in burnout risk. These findings contribute to the need to map out the variety of beneficial mechanisms and serve further idiographic research about changes during study-integrated ACT-based interventions. • Eight-week ACT-based intervention course was offered to university students. • Students' study burnout risk decreased significantly during the course. • Students' described changes particularly in their time and effort management. • Network visualisations revealed differing interrelations in burnout change groups. • Acceptance and present moment awareness central in group that benefitted the most.