{"title":"Integrating REBT and ACT: An intervention study for managing academic self- handicapping among young adults","authors":"N. Jagadeesan, M. Kanchana","doi":"10.1080/21683603.2023.2170940","DOIUrl":null,"url":null,"abstract":"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 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 1 = 13) or control group (n 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.","PeriodicalId":52157,"journal":{"name":"International Journal of School and Educational Psychology","volume":null,"pages":null},"PeriodicalIF":1.8000,"publicationDate":"2023-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"International Journal of School and Educational Psychology","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/21683603.2023.2170940","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
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 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 1 = 13) or control group (n 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.
期刊介绍：
The International Journal of School & Educational Psychology (IJSEP) is the official journal of The International School Psychology Association (ISPA) and is a broad-based, interdisciplinary journal addressing issues of professional importance to the success of children, youth, and families in academics and in life. IJSEP seeks to bridge the gap in psychological and evidence-based practices in schools, and senior practitioners alike are invited to contribute papers to the journal. The Editor-in-Chief, Editors, and Editorial Board are made up of prominent scientists, scholars, and senior practitioners from around the world, and include eminent international and multidisciplinary reviewers who make recommendations about what articles should be published. The journal is unique in that it attempts to include the views of different individuals, and also seek to assist new researchers and practitioners in developing their scholarship. IJSEP follows a rigorous and double-blind anonymous peer review process and requires authors to meet all stylistic and ethical guidelines put forth in the most recent APA Publication Manual. The journal accepts empirical papers using quantitative, qualitative, and mixed-method methodologies that contribute to the knowledge base of any critical, international school or educational issues. Emphasizing the publication of outstanding research articles, IJSEP also considers literature reviews, methodological or theoretical statements related to teaching, learning, schooling, cross-cultural psychology, school psychological services, applied educational psychology, educational research, assessment, new models of instruction, and other school-related areas. While we realize that most learning takes place between ages 0 and 21, IJSEP also focuses on adult learning, special education services with individuals of all ages, and learning and schooling across the life-span.
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