Performance-based acceptance and commitment training in a collegiate flight program

IF 3.4 3区 心理学 Q1 PSYCHOLOGY, CLINICAL Journal of Contextual Behavioral Science Pub Date : 2024-06-12 DOI:10.1016/j.jcbs.2024.100795
Eric B. Lee, Irene A. Miller, Kenneth Bro, Mike Robertson, Myles Arendtson, Sarah T. Loew, Andy D. Wall
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Abstract

Students in flight training programs experience high levels of stress and anxiety that may impede their performance on practical exams. The restrictive nature of Federal Aviation Administration (FAA) regulations and perceived negative consequences of seeking mental health treatment further exacerbates these challenges. This study examined the efficacy of performance-based acceptance and commitment training (ACT) in enhancing psychological flexibility, resilience, and mental well-being as well as improving FAA practical examination outcomes among collegiate flight training students. A randomized controlled trial was used to compare outcomes between students receiving a six-week ACT intervention (n = 23) and a control group (n = 27). The planned sample size of 100 was not achieved, thus, the analyses were underpowered and should be cautiously interpreted. Results indicate significant improvements among intervention participants in anxiety sensitivity (g = 0.43) and psychological flexibility (g = 0.58) compared to those in the control group. However, no significant differences in examination pass rates or time to completion were found between groups. To examine idiographic differences, individual change scores were plotted, demonstrating the heterogeneity of effects between participants. Potential explanations for the intervention's lack of effect on practical exam performance are discussed and suggestions are given to improve future performance-based interventions in this unique context.

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在大学生飞行计划中开展基于表现的接受和承诺培训
参加飞行培训课程的学生会感到高度紧张和焦虑,这可能会影响他们在实践考试中的表现。美国联邦航空管理局(FAA)规定的限制性和寻求心理健康治疗的负面影响进一步加剧了这些挑战。本研究考察了基于表现的接受与承诺训练(ACT)在提高大学生飞行训练学生的心理灵活性、适应力和心理健康以及改善 FAA 实践考试成绩方面的功效。通过随机对照试验,比较了接受为期六周的 ACT 干预的学生(23 人)和对照组(27 人)的结果。由于没有达到计划的 100 个样本量,因此分析结果的可信度较低,应谨慎解读。结果表明,与对照组相比,干预参与者在焦虑敏感性(g = 0.43)和心理灵活性(g = 0.58)方面有明显改善。然而,在考试通过率或完成时间方面,组间没有发现明显差异。为了检查特异性差异,我们绘制了个人变化得分图,显示了参与者之间的异质性效应。本文讨论了干预措施对实际考试成绩缺乏影响的潜在原因,并提出了在这种独特情况下改进未来基于成绩的干预措施的建议。
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来源期刊
CiteScore
8.50
自引率
18.00%
发文量
82
审稿时长
61 days
期刊介绍: The Journal of Contextual Behavioral Science is the official journal of the Association for Contextual Behavioral Science (ACBS). Contextual Behavioral Science is a systematic and pragmatic approach to the understanding of behavior, the solution of human problems, and the promotion of human growth and development. Contextual Behavioral Science uses functional principles and theories to analyze and modify action embedded in its historical and situational context. The goal is to predict and influence behavior, with precision, scope, and depth, across all behavioral domains and all levels of analysis, so as to help create a behavioral science that is more adequate to the challenge of the human condition.
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