Adolescents’ usage activity, adherence, and gains from a brief online acceptance and commitment therapy–based intervention to promote psychological well-being (Hämäläinen)
Study I (n = 161) investigated antecedents of online ACT usage activity and intervention experiences. Study II (n = 161) examined adherence and usage activity in relation to well-being gains obtained during online ACT. Study III (n = 243) investigated the potential of online ACT in promoting adolescents’ subsequent school engagement through its effects on well-being.
Study I showed that female adolescents and adolescents with high self-regulation were more active users of the online ACT program and had more positive experiences of it. Four subgroups of adolescents were identified in the study based on their usage activity, perceived usefulness, and program satisfaction.
Study II showed that higher gains in well-being were predicted by the extent to which participants followed the intended program usage. In addition, time spent in the program was shown to be important in relation to well-being gains. Three subgroups of adolescents were identified based on their adherence, usage activity and well-being gains: (1) “Adhered, committed users with relatively large intervention gains” (35%), (2) “Less committed users with no intervention gains” (42%), and (3) “Non-committed users with no intervention gains” (23%).
Study III showed that the effects of online ACT to promote adolescent subsequent school satisfaction were mediated through decreased depressive symptoms.
Overall, this dissertation showed that there were wide individual differences in intervention experiences, usage activity and outcomes of online ACT. This dissertation also highlighted adherence and usage activity as important contributors to intervention outcomes.
Lastly, this dissertation found support for the applicability of online ACT in efforts to support adolescent mental health, which may also consequently promote subsequent school engagement.
