A study of Mahmudah (2024) among international students (n=61) participating to WELLS-course showed a significant positive change in the psychological flexibility of students. Furthermore, in relation to the changes during the course two of the subprocesses of psychological flexibility called openness to experience and valued action increased significantly. Well-being also increased after the intervention.
Participants also reported that the course was beneficial in enhancing their psychological flexibility and the sub-processes of psychological flexibility like acceptance, defusion, values and committed actions, with a particular emphasis on the intervention's role in fostering self-growth and overall well-being.
Another study by Ferrer (2024) showed that psychological flexibility and its subprocesses were negatively and significantly correlated with procrastination. The sub-process of psychological flexibility called valued action had the highest correlations in pre- and post-measurements during the WELLS course.
Another study by Mohamed Abdelmonem, Mohamed Hassan, N (2024) among Finnish university students examined the effect of WELLS course on the psychological flexibility and mental health of university students, measuring mental well-being, anxiety, depression, and loneliness. The sample of this research was 98 university students. Upon completing the intervention course, students displayed significantly enhanced psychological flexibility and reported improved mental health, characterized by elevated mental well-being, along with reduced anxiety and loneliness. The findings support the efficacy of digital WELLS course in enhancing the psychological flexibility and mental health of university students.
As many university students also in China are suffering from mental health problems and the need for effective well-being interventions is enormous, we also piloted and explored WELLS course intervention in two Chinese universities. This research sought to explore the change in Chinese university students’ psychological flexibility, well-being, and study-related burnout, and how the Chinese students experience this pilot (Yang, 2024). The study applied a mixed methods approach with quantitative and qualitative data.
The results also here revealed significant increases in students' scores on psychological flexibility and well-being and further, a decrease in burnout during the intervention. Qualitative findings supported these quantitative results, suggesting that students benefitted from peer groups, learned to deal with thoughts and emotions, increased self-compassion and well-being and improved time management and study skills.
As the results of these international pilots are very promising, WELLS team is currently planning future research with larger sample sizes, randomized controlled trials (RCTs), and longitudinal follow-up studies.
During 2024-2025, we offer more piloting opportunities of the WELLS intervention to international universities. Read more.
What is psychological flexibility and how is it connected to well-being? Read here.
References:
Mahmudah, L. (2024). Promoting Psychological Flexibility of International Students Through an Online ACT- Based Intervention Course. Master Thesis, University of Helsinki.
Mohamed Abdelmonem, Mohamed Hassan, N (2024). Effects of a Digital Acceptance and Commitment Therapy (ACT)-based Intervention Course on Psychological Flexibility and Mental Health among University Students. Master Thesis, University of Helsinki
Serrano Ferrer, G (2024). The relationship between procrastination, psychological flexibility and well-being in the context of an ACT-based intervention. Master Thesis, University of Helsinki
Yang, Y. (2024). Enhancing Well-Being Among Chinese University Students: A Pilot Study of an Online Acceptance and Commitment Therapy Intervention. Master Thesis, University of Helsinki.