Publications

Research articles and theses on the Student Compass 

Peer-reviewed research articles

Title
 Abstract

Rä­sä­nen, P.,  Muot­ka, J, Lap­pa­lai­nen, R. (2023).

Exa­mi­ning coac­hes' asynchro­nous writ­ten feed­back in two blen­ded ACT-ba­sed in­ter­ven­tions for en­hancing uni­ver­si­ty stu­dents' well­being and re­ducing psyc­ho­lo­gical di­stress: A ran­do­mized stu­dy. Jour­nal of Con­tex­tual Be­ha­vio­ral Science, ISSN 2212-1447.

 Int­ro­duc­tion. In­ter­net-de­li­ve­red cog­ni­ti­ve and be­ha­vio­ral in­ter­ven­tions have been shown to be ef­fec­ti­ve in en­hancing uni­ver­si­ty stu­dents' well-being and re­ducing symp­toms of stress and depres­sion. Howe­ver, few stu­dies have exa­mi­ned the ac­ti­ve com­po­nents that may cont­ri­bu­te to their ef­fec­ti­ve­ness. The pre­sent stu­dy ai­med to explo­re what kind of on­li­ne writ­ten coach feed­back would be use­ful on par­tici­pants’ outco­mes and sa­tis­fac­tion in two Accep­tance and Com­mit­ment The­ra­py (ACT) blen­ded in­ter­ven­tions.
Met­hods. ACT-trai­ned mas­ter's le­vel psyc­ho­lo­gy stu­dents of­fe­red coach sup­port (n = 50; 88% fe­ma­le, Mage = 26 years) to uni­ver­si­ty stu­dents, who were ran­dom­ly as­sig­ned to two pa­ral­lel groups, each of­fe­red th­ree face-to-face ses­sions and an on­li­ne five-mo­du­le ACT-ba­sed pro­gram. One group (iAC­Ta, n = 61) recei­ved free-form per­so­na­lized, in­di­vi­dual­ly tai­lo­red writ­ten feed­back, and the ot­her (iACTb, n = 62) recei­ved semi-struc­tu­red writ­ten feed­back with mi­ni­mal per­so­na­liza­tion op­tions.
Re­sults. Both groups had gains from par­tici­pa­ting in the in­ter­ven­tions ac­ross all mea­su­res, inclu­ding well-being, psyc­ho­lo­gical flexi­bi­li­ty, mind­ful­ness skills, and re­duc­tion of stress and depres­sion symp­toms. Howe­ver, the­re were no sig­ni­ficant dif­fe­rences between the two groups except for well-being, which fa­vo­red the iACTb. The iAC­Ta group saw most­ly small to lar­ge ef­fect sizes (d = .44–0.80) whi­le me­dium to lar­ge ef­fect sizes were ob­ser­ved for the iACTb group (d = .69–0.83). The re­ten­tion rate was good (iAC­Ta: n = 51, 83.6%, iACTb: n = 54, 87.1%). Semi-struc­tu­red fea­tu­res al­most hal­ved the coac­hes’ writ­ten res­pon­se time for each par­tici­pant (31 min in iAC­Ta vs. 18 min in iACTb).
Conclusions. The re­sults shed light in the very li­mi­ted re­search avai­lable and sug­gest that ACT-ba­sed, blen­ded in­ter­net in­ter­ven­tions with semi-struc­tu­red coach feed­back and mi­ni­mal­ly tai­lo­red fea­tu­res can be as ef­fec­ti­ve as in­ter­ven­tions with ful­ly per­so­na­lized feed­back in treat­ment outco­mes and par­tici­pants’ sa­tis­fac­tion.

Bran­do­lin, F., Lap­pa­lai­nen, P., Si­mo­ne Go­ri­nel­li, S., Muot­ka, J., Rä­sä­nen, P. & Lap­pa­lai­nen, P. (2023).

The ef­fec­ti­ve­ness of a five-ses­sion works­hop on the di­stress of in­ter­na­tio­nal stu­dents in Fin­land – a pi­lot stu­dy. Bri­tish Jour­nal of Gui­dance & Coun­sel­ling, 51(6), 865-882. 

 The mental health of international students has become a concern, as they face high levels of psychological distress. We designed a five-week acceptance and commitment therapy (ACT) workshop with two additional individual assessment meetings. The intervention aimed at helping international students attending a Finnish university to reduce their symptoms of stress, depression, and anxiety, and enhance skills of psychological flexibility. The post-assessment was conducted seven weeks after the pre-measurement. Using data from 53 participants, an evaluation indicated that statistically and clinically significant reductions in symptoms were observed, and the workshop was well received. Regression analyses revealed that changes in psychological inflexibility, mindfulness, and value-based living acted as predictors of change in symptoms. Furthermore, changes in these psychological skills predicted changes in different kinds of distress. This study suggests that a brief group intervention might be a feasible alternative for enhancing the psychological well-being of international students.

Repo, S., Elo­vai­nio, M., Pyö­rä­lä, E., Iriar­te-Lûtt­jo­hann, M., Tuo­mi­nen, T. A., Här­kö­nen, T. K., Glusch­koff, K., & Pau­nio, T. (2022). 

Com­pa­ri­son of two dif­fe­rent mind­ful­ness in­ter­ven­tions among health care stu­dents in Fin­land: a ran­do­mi­sed cont­rol­led trial. Ad­vances in Health Sciences Educa­tion, 27(3), 709-734.

 We in­ves­ti­ga­ted the short- and long-term ef­fects of two dif­fe­rent evi­dence-ba­sed mind­ful­ness trai­ning on stu­dents’ stress and well-being. A ran­do­mi­sed cont­rol­led trial with th­ree mea­su­re­ment points (ba­se­li­ne, post-in­ter­ven­tion, and 4 months post-in­ter­ven­tion) was con­duc­ted among un­der­gra­dua­te stu­dents of me­dici­ne, den­ti­stry, psyc­ho­lo­gy, and lo­go­pae­dics at the Uni­ver­si­ty of Hel­sin­ki. The par­tici­pants were ran­dom­ly as­sig­ned into th­ree groups: (1) face-to-face mind­ful­ness trai­ning ba­sed on the Mind­ful­ness Skills for Stu­dents cour­se (n = 40), (2) a web-ba­sed Stu­dent Com­pass pro­gram using Mind­ful­ness and Accep­tance and Com­mit­ment the­ra­py (n = 22), and (3) a cont­rol group that recei­ved men­tal health sup­port as usual (n = 40). The pri­ma­ry outco­me was psyc­ho­lo­gical di­stress mea­su­red using the Cli­nical Outco­mes in Rou­ti­ne Eva­lua­tion Outco­me Mea­su­re (CORE-OM). Secon­da­ry outco­mes inclu­ded hair cor­ti­sol concent­ra­tions and a wide ran­ge of well-being in­dica­tors. Psyc­ho­lo­gical di­stress inc­rea­sed in all the groups from ba­se­li­ne to post-in­ter­ven­tion, but sig­ni­ficant­ly less so in the in­ter­ven­tion groups than in the cont­rol group. At 4-month fol­low-up, were found no dif­fe­rences between the pri­ma­ry outco­mes of the cont­rol and in­ter­ven­tion groups, but the par­tici­pants who con­ti­nued prac­ti­sing mind­ful­ness at least twice a week were less stres­sed than the ot­hers. Our re­sults sug­gest that par­tici­pa­ting in a mind­ful­ness cour­se may mi­ti­ga­te health care stu­dents’ psyc­ho­lo­gical di­stress du­ring the aca­de­mic year, but only if the par­tici­pants con­ti­nue prac­ti­sing mind­ful­ness at least twice a week.

Rä­sä­nen, P., Muot­ka, J., and Lap­pa­lai­nen, R. (2020).

Exa­mi­ning me­dia­tors of chan­ge in well­being, stress, and depres­sion in a blen­ded, In­ter­net-ba­sed, ACT in­ter­ven­tion for uni­ver­si­ty stu­dents. In­ter­net In­ter­ven­tions, 22, 100343.

 A coach-gui­ded Accep­tance and Com­mit­ment The­ra­py (ACT) in­ter­ven­tion that uses a blen­ded ap­proach of two face-to-face and five on­li­ne ses­sions (iACT; N = 33) has been found to be more ef­fec­ti­ve than a wai­ting-list cont­rol con­di­tion (WLC; N = 35) at en­hancing the well­being of uni­ver­si­ty stu­dents whi­le also re­ducing stress and depres­sion. The pre­sent stu­dy explo­red pos­sible me­dia­tors of chan­ge that may account for the outco­mes of the stu­dy. Me­dia­tion ana­ly­ses re­vea­led that chan­ges in the non-reac­ti­vi­ty subsca­le of mind­ful­ness me­dia­ted chan­ges in well­being, depres­sion, and stress in the iACT group. In ad­di­tion, chan­ges in the sen­se of co­he­rence subsca­le of mea­ning­ful­ness me­dia­ted chan­ges in all outco­mes. Psyc­ho­lo­gical flexi­bi­li­ty and cog­ni­ti­ve de­fusion did not me­dia­te chan­ges in outco­mes. The re­sults sug­gest that the use of prac­tices focusing on non-reac­ti­vi­ty, mea­ning the abi­li­ty to al­low thoughts and fee­lings to come and go wit­hout get­ting car­ried away by them, is es­pecial­ly im­por­tant for en­hancing the well­being of uni­ver­si­ty stu­dents. A focus on en­hancing mea­ning­ful­ness also plays a sig­ni­ficant role in re­ducing psyc­ho­lo­gical di­stress. The­se fin­dings pro­vi­de a first step toward un­ders­tan­ding the po­ten­tial mec­ha­nisms of chan­ge ta­king place in brief, In­ter­net-sup­por­ted, blen­ded ACT pro­grams.

Rä­sä­nen, P., Lap­pa­lai­nen, P., Muot­ka, J., Tol­va­nen, A. & Lap­pa­lai­nen, R. (2016).

An on­li­ne gui­ded ACT in­ter­ven­tion for en­hancing the psyc­ho­lo­gical well­being of uni­ver­si­ty stu­dents: A ran­do­mized cont­rol­led cli­nical trial. Be­ha­viour Re­search and The­ra­py, 78, 30–42.

 Stress, anxie­ty, and depres­sion are re­la­ti­ve­ly com­mon problems among uni­ver­si­ty stu­dents. An on­li­ne psyc­ho­lo­gical in­ter­ven­tion ai­med at en­hancing the well­being of uni­ver­si­ty stu­dents could be an ef­fec­ti­ve and prac­tical al­ter­na­ti­ve for mee­ting the needs of a uni­ver­si­ty po­pu­la­tion. Uni­ver­si­ty stu­dents (N = 68; 85% fe­ma­le; 19–32 years old) were ran­dom­ly as­sig­ned to eit­her a gui­ded se­ven-week on­li­ne Accep­tance and Com­mit­ment The­ra­py (iACT) in­ter­ven­tion or a wai­ting list cont­rol con­di­tion (WLC). A between-groups pre-post (iACT vs WLC) de­sign with a 12-month fol­low-up for the iACT par­tici­pants was con­duc­ted. The in­ter­ven­tion par­tici­pants were of­fe­red two face-to-face mee­tings, comple­ted on­li­ne exerci­ses du­ring a five-week pe­riod, and recei­ved per­so­nal weekly writ­ten feed­back via the web­si­te from their ran­dom­ly as­sig­ned, trai­ned stu­dent coac­hes. Wait­list par­tici­pants were of­fe­red the in­ter­ven­tion pro­gram soon af­ter the post mea­su­re­ments. Re­sults in this small ef­ficacy trial showed that the iACT par­tici­pants had sig­ni­ficant­ly hig­her gains in well­being (between-group, d = 0.46), life sa­tis­fac­tion (d = 0.65), and mind­ful­ness skills (d = 0.49). In ad­di­tion, iACT par­tici­pants’ self-re­por­ted stress (d = 0.54) and symp­toms of depres­sion (d = 0.69) were sig­ni­ficant­ly re­duced com­pa­red to the par­tici­pants in the cont­rol group. The­se be­ne­fits were main­tai­ned over a 12-month fol­low-up pe­riod (wit­hin iACT group, d = 0.65-0.69, for pri­ma­ry mea­su­res). The re­sults sug­gest that an on­li­ne-ba­sed, coach-gui­ded ACT pro­gram with blen­ded face-to-face and on­li­ne ses­sions could be an ef­fec­ti­ve and well-accep­ted al­ter­na­ti­ve for en­hancing the well­being of uni­ver­si­ty stu­dents.

Lap­pa­lai­nen, R., Kade, K., Nie­mi, A., Rä­sä­nen, P. (2015).

Acceptance and commitment therapy-based online intervention to promote students’ well-being: Effectiveness, reasons to participate and experiences. Käyt­täy­ty­mi­sa­na­lyy­si ja -te­ra­pia, 4, 11–28.

 The aim of this research was to examine the effectiveness of Student Compass -online intervention that is developed to promote students’ well-being. In addition, we were interested in why students wanted to use the program, what they hoped from the intervention and what kind of experiences they had of the program. Students (n=14) used for five weeks acceptance and commitment-based well-being program that consisted of predefined weekly themes. During these five weeks students worked independently online on different exercises as well as met with a coach via the program and three times face to face. The results showed that the intervention increased students’ well-being (MHC-SF, effect size g = 0.68) and life satisfaction (LSQ, g = 0.65) as well as decreased depressive, anxiety, and stress symptoms (DASS, g = 0.55) and self-reported problems (Problem list, g = 0.74). Most common reasons to participate in the online intervention was fatigue, feeling overwhelmed, stress or exhaustion as well as anxiety and problems with mood. Students’ experiences of the program were positive for the most part. The satisfaction with the program was overall high, and students thought that the program matched with their wishes and needs. According to the results even relatively brief supported online intervention can be effective in improving students’ well-being. What was interesting was that the three personal meetings model used in this online intervention didn’t seem to increase the effectiveness of the intervention in comparison to the two personal meetings model. 

Lap­pa­lai­nen, R., Jär­vi­sa­lo, S., Rä­sä­nen, P. & Lap­pa­lai­nen, P. (2012).

The effectiveness of acceptance and commitment therapy-based online intervention in improving university students’ well-being. Käyt­täy­ty­mi­sa­na­lyy­si ja -te­ra­pia, 17(3–4), 20–32.

 Developing effective ways to improve students’ well-being at low cost is part of the future of learning environments. Mood, anxiety, and stress disorders affect as much as a quarter of students in university populations. Because internet is practically available to all university students, their well-being and ability to study could be improved with online-based well-being programs that could promote students' well-being with short waiting times and minimal resources. This research examines how effective an acceptance and commitment therapy-based online intervention is in treating students reported psychological symptoms of stress, anxiety, and depression and in promoting their psychological well-being. According to the results the acceptance and commitment therapy-based well-being program, developed to relieve symptoms of stress, anxiety, and depression within six weeks, had a significant impact on participants' psychological well-being and function.  

Being kind to yourself

Master's theses on the Student Compass


Master's Theses

 Most Master’s theses presented below have been written in Finnish. We provide below translated titles and abstracts in English.

Year
Title & Abstract 

2025

Laurio, T. & Palmi, P. (2025). Korkeakouluopiskelijoiden tyytyväisyys tuettuun HOT-verkkointerventioon – Tyytyväisyysprofiilien erot hyvinvoinnin ja psykologisten prosessien muutoksessa [Satisfaction with an ACT-Based Blended Intervention Among University Students: Differences Between Satisfaction Profiles in Relation to Changes in Well-being and Psychological Processes]. Master’s Thesis. Department of Psychology, University of Jyväskylä.

This study examined university students’ satisfaction with the blended delivery of Opiskelijan Kompassi (Student Compass) well-being program, which blends web-based modules based in Acceptance and Commitment Therapy with face-to-face support. The aim of this study was to explore differences in satisfaction with intervention components and their association with its effectiveness. The data consisted of 253 university students who participated in the program between 2020 and 2024. Satisfaction was measured across five domains: online module themes, online working methods, program usability, coach’s working methods and the working alliance. Effectiveness was assessed using pre–post measurements of well-being, psychological flexibility, and mindfulness. Differences in satisfaction and intervention outcomes were analyzed using cluster and variance analysis. The results showed that participants were generally satisfied with the program and experienced improvements in psychological well-being, psychological flexibility, and mindfulness. Cluster analysis revealed four satisfaction profiles: KT (generally above average; 34,7%), HT (highly satisfied; 30,8%), TPY (lower except for working alliance; 19%), and KMT (lower satisfaction on all measures; 15,4%). The HT profile experienced greatest improvements across all outcome measures. The TPY profile improved the least on average, despite rating the face-to-face support more positively than the KMT profile. These findings suggest that broader satisfaction with components may relate to greater positive change. The results highlight the importance of component-level analysis in developing blended interventions further.


Alatalo, M. & Kokko, E. (2025). Psyykkisen kuormittuneisuuden, psykologisen joustavuuden ja mindfulnessin profiilit tuettuun verkkopohjaiseen interventioon osallistuneilla suomalaisilla yliopisto-opiskelijoilla Psyykkisen kuormittuneisuuden, psykologisen joustavuuden ja mindfulnessin profiilit tuettuun verkkopohjaiseen interventioon osallistuneilla suomalaisilla yliopisto-opiskelijoilla [Identifying Profiles of Psychological Distress, Psychological Flexibility, and Mindfulness Among Finnish University Students Participating in a Blended InterventionIdentifying Profiles of Psychological Distress, Psychological Flexibility, and Mindfulness Among Finnish University Students Participating in a Blended Intervention]. Master’s Thesis. Department of Psychology, University of Jyväskylä.

Students’ mental health concerns have been increasing in recent years, prompting the development of internet-delivered interventions aimed at promoting psychological well-being. This study examines the characteristics of students who engage with such interventions, focusing on different psychological profiles to better understand the needs of the target group. This study is a part of the Student Life operational model at the University of Jyväskylä. The Student Compass, an integral component of the Student Life model, is a blended Acceptance and Commitment Therapy (ACT) intervention designed to support student well-being. The data (n = 305) were drawn from the individual coaching component of the Student Compass between fall 2020 and fall 2024. The students who engaged with the intervention reflected the characteristics of the general university student population; however, women were overrepresented in the sample. By observing the frequencies of students’ self-reported issues, the most commonly experienced issues were stress, concerns with studies, and fatigue. The K-means clustering analysis was used to identify subgroups of psychological distress, psychological flexibility, and mindfulness among students. The clustering revealed four distinct profiles: (1) Moderate Distress – Moderate PF & Lowest Observing (29.6%), (2) Highest Distress – Lowest PF & Mindfulness (22.0%), (3) Lowest Distress – Highest PF & Mindfulness (21.1%), and (4) Moderate Distress – Moderate PF & Highest Observing (27.3%). The structure of the profiles, identified within a clinical student sample, showed some similarity to those reported in general student populations, but their proportions differed significantly. Each profile demonstrated at least moderate levels of psychological distress. The interaction between distress and psychological skills resulted in unique profile features, which in turn reflected specific support needs. These findings indicate the relevance of tailoring interventions according to students’ mental health profiles. Further research is warranted to explore the effectiveness of such personalized interventions.Students’ mental health concerns have been increasing in recent years, prompting the development of internet-delivered interventions aimed at promoting psychological well-being. This study examines the characteristics of students who engage with such interventions, focusing on different psychological profiles to better understand the needs of the target group. This study is a part of the Student Life operational model at the University of Jyväskylä. The Student Compass, an integral component of the Student Life model, is a blended Acceptance and Commitment Therapy (ACT) intervention designed to support student well-being. The data (n = 305) were drawn from the individual coaching component of the Student Compass between fall 2020 and fall 2024. The students who engaged with the intervention reflected the characteristics of the general university student population; however, women were overrepresented in the sample. By observing the frequencies of students’ self-reported issues, the most commonly experienced issues were stress, concerns with studies, and fatigue. The K-means clustering analysis was used to identify subgroups of psychological distress, psychological flexibility, and mindfulness among students. The clustering revealed four distinct profiles: (1) Moderate Distress – Moderate PF & Lowest Observing (29.6%), (2) Highest Distress – Lowest PF & Mindfulness (22.0%), (3) Lowest Distress – Highest PF & Mindfulness (21.1%), and (4) Moderate Distress – Moderate PF & Highest Observing (27.3%). The structure of the profiles, identified within a clinical student sample, showed some similarity to those reported in general student populations, but their proportions differed significantly. Each profile demonstrated at least moderate levels of psychological distress. The interaction between distress and psychological skills resulted in unique profile features, which in turn reflected specific support needs. These findings indicate the relevance of tailoring interventions according to students’ mental health profiles. Further research is warranted to explore the effectiveness of such personalized interventions.


Pesonen, S. & Tikanoja, A. (2025).Yliopisto-opiskelijoiden masennusoireiden ja stressin vaikeusasteen merkitys HOT-verkkointerventiosta hyötymiseen [The role of baseline severity of depression and perceived stress in university students' benefit from an ACT internet intervention]. Master’s Thesis. Department of Psychology, University of Jyväskylä.

Depression and stress are common issues among university students and can significantly impair both physical and psychological well-being. This study examined the effects of the blended Student Compass internet intervention, which is based on Acceptance and Commitment Therapy (ACT), on university students’ depressive symptoms, perceived stress, and psychological flexibility. Additionally, the study explored whether the blended internet intervention was equally effective for all participants. The research design was exploratory in nature, as there is limited knowledge regarding the influence of baseline factors on the effectiveness of ACT-based interventions. From baseline factors this study focused on the relationship between baseline levels of depression and stress, and the perceived benefits of intervention. The results indicated that during the intervention, depressive symptoms and perceived stress decreased, while psychological flexibility increased. Furthermore, students who exhibited more severe symptoms at baseline appeared to benefit more from the intervention. Higher initial levels of depressive symptoms and stress were associated with greater reductions in depressive symptoms and perceived stress. Additionally, higher baseline stress was associated with greater increase in psychological flexibility, but the higher baseline depression was not. These findings suggest that the blended ACT internet intervention is beneficial in promoting university students’ well-being – especially for those with more severe symptoms. Low-threshold interventions should be offered more to this group as well. Future research should further investigate the influence of various baseline factors on intervention outcomes, in order to better tailor interventions to individuals or groups who are most likely to derive significant benefits. 

2021

Konttinen, O. & Koistinen, P. (2021). On­nel­li­suut­ta läs­nä­olol­la : tie­toi­suus­tai­to­jen yh­teys koet­tuun on­nel­li­suu­teen Opis­ke­li­jan Kom­pas­si -verk­koin­ter­ven­tios­sa [Presence and Happiness: The Relationship Between Mindfulness Skills and Experienced Happiness in the Student Compass Online Intervention]. Master’s Thesis. Department of Psychology, University of Jyväskylä.

https://jyx.jyu.fi/hand­le/123456789/78192?show=full

This study examined the relationship between mindfulness skills and university students’ experience of happiness during the Student Compass online intervention. It also explored how different subskills of mindfulness were connected to the experience of happiness and whether the pre-existing level of mindfulness skills among participants was related to their perceived happiness. The participants (N=168) took part in a seven-week supported online intervention based on Acceptance and Commitment Therapy (ACT), developed by the University of Jyväskylä between 2017–2019. Measures used included a subset of the MHC-SF (mental well-being and happiness), FFMQ (mindfulness skills), and final evaluation questions assessing learned mindfulness skills.

Results: The results showed that during the Student Compass intervention, students' experiences of happiness increased alongside improvements in mindfulness skills and their subskills. Students who improved their mindfulness skills also reported an increase in happiness. Moreover, those with higher levels of mindfulness skills at the beginning of the intervention were happier than those with average or low levels. One subskill, non-judgmental acceptance, was found to predict increased happiness during the intervention. The study provided new and valuable insights into the link between students’ happiness and mindfulness skills within an ACT-based online intervention. 

 

Lantto, K. (2021). An Online Guided ACT Intervention for Students: What Are the Student Experiences, and Do They Differ Depending on Anxiety Level? Master’s Thesis. Department of Psychology, University of Jyväskylä.

https://jyx.jyu.fi/hand­le/123456789/77009?show=full

Psychological problems are a growing health threat among university students. Online interventions offer a promising low-cost and easily accessible form of support. This study investigated students’ experiences of the Student Compass, a guided online ACT-based (Acceptance and Commitment Therapy) intervention developed at the University of Jyväskylä. It also examined whether these experiences differed based on students’ pre-intervention anxiety levels. The seven-week intervention included online materials and support from student coaches via three meetings and online feedback. Participants (n = 148) completed the GAD-7 (Generalized Anxiety Disorder) questionnaire before the intervention and a feedback survey afterwards.

Results: Students’ experiences with the intervention were very positive. Nearly all participants were satisfied with the program and would recommend it to others. Most reported gaining valuable benefits, such as learning new skills, gaining insights, and noticing improvements in mental well-being. The most valued aspect was the support from coaches, which most students felt was sufficient. Importantly, experiences did not vary based on anxiety levels, suggesting that high anxiety does not prevent students from benefiting from online interventions, particularly when moderate support is provided. These findings highlight strong student demand for wider availability of supported online mental health programs.  


Ilkka, J. & Lehtonen, H. (2021). Opis­ke­li­joi­den ar­vo­työs­ken­te­lyn yh­teys hy­vin­voin­tiin ja psyyk­ki­siin oi­rei­siin hy­väk­sy­mis- ja omis­tau­tu­mis­te­ra­pi­aan poh­jau­tu­van verk­koin­ter­ven­tion ai­ka­na [The Relationship Between Values-Based Work and Well-Being and Psychological Symptoms During an Acceptance and Commitment Therapy-Based Online Intervention for Students]. Master’s Thesis. Department of Psychology, University of Jyväskylä.

https://jyx.jyu.fi/hand­le/123456789/76972?show=full

Mental health challenges such as stress, depression, and anxiety are increasingly common among university students, underscoring the need to develop diverse methods of support. This study aimed to explore whether the Student Compass online well-being program—based on Acceptance and Commitment Therapy (ACT)—could enhance students’ values-based living and sense of life meaning, and whether these factors were linked to improved well-being and reduced symptoms of stress, anxiety, and depression. Additionally, the study examined whether different types of feedback—those emphasizing meaningful experiences and emotions—affected the outcomes. The data (n = 130) were part of the broader Student Compass research project within the University of Jyväskylä’s Student Life well-being framework. Data were collected in spring and autumn 2018 and spring 2019. Participants completed an eight-week online intervention that included three coaching meetings. The study measured values-based behavior (ELQ), well-being (MHC-SF), depressive symptoms (PHQ-9), general anxiety (GAD-7), and stress symptoms (PSS).

Results: Participation in the Student Compass program increased students’ engagement in values-based actions, which positively influenced both well-being and psychological symptoms. No significant differences were found between feedback types. Increases in life meaning explained improvements in well-being more clearly than did values-based action alone, and were the sole predictor of changes in symptoms. Based on these findings, the Student Compass intervention can enhance values-based living, which in turn supports improved mental health and well-being among university students.  

 2019

Muhonen, M. & Pesonen, K. (2019). Hy­väk­sy­mis- ja omis­tau­tu­mis­te­ra­pia poh­jai­sen ryh­mäin­ter­ven­tion vai­kut­ta­vuus opis­ke­li­joi­den hy­vin­voin­tiin [Effectiveness of an ACT-Based Group Intervention on Student Well-Being]. Master’s Thesis. Department of Psychology, University of Jyväskylä.

https://jyx.jyu.fi/hand­le/123456789/65010

This master's thesis developed a new group intervention aimed at students, combining the Student Compass online program with five group sessions and two individual meetings with a group facilitator. The group intervention was based on Acceptance and Commitment Therapy (ACT). The study examined the effectiveness of the group intervention in improving students’ psychological well-being and psychological flexibility, and compared its effectiveness to an individual intervention using the same online program. It also explored both participants’ and facilitators’ experiences of the group format. Statistical analyses and thematic analysis were used to process the data. 

Results: Participants in the group intervention showed statistically significant increases in well-being (MHC-SF) and psychological flexibility (AFQ-Y), and significant decreases in general anxiety (GAD-7) and depressive symptoms (PHQ-9). Changes in social well-being, stress (PSS), and mindfulness skills (FFMQ) were nearly statistically significant. The group and individual interventions did not differ significantly in terms of effectiveness. All participants reported that the intervention was helpful and that they had applied what they learned in their daily lives. The group format was considered well-suited for students, and combining it with the online component was perceived as beneficial.

Conclusion: A short ACT-based group intervention is an effective support method for promoting student well-being and could be recommended alongside or instead of individual interventions.  


Heikkilä, A. & Ollgren, J. (2019). Em­bo­died ACT: Hy­väk­sy­mis- ja omis­tau­tu­mis­te­ra­pi­aan ja ke­hol­li­siin läs­nä­olo­har­joi­tuk­siin pe­rus­tu­va ryh­mäin­ter­ven­tio yli­opis­to-opis­ke­li­joi­den hy­vin­voin­nin tu­ke­mi­ses­sa [Embodied ACT: A Group Intervention Combining Acceptance and Commitment Therapy with Embodied Mindfulness Practices to Support University Student Well-Being]. Master’s Thesis. Department of Psychology, University of Jyväskylä.

https://jyx.jyu.fi/hand­le/123456789/68572

The aim of this study was to examine the effects of the Embodied ACT group intervention—which combines Acceptance and Commitment Therapy (ACT) with embodied mindfulness practices—on university students’ well-being, psychological flexibility, and mindfulness skills. The study also compared the effects of this new group intervention to a previously used individual intervention and explored participants' experiences of this pilot program. Six university students participated in a five-session group intervention over 11 weeks. Between meetings, they used the Student Compass online intervention. Well-being was measured using the MHC-SF, PSS, and the Problem Checklist; mindfulness with the FFMQ; and psychological flexibility with the AFQ-Y. Pre- and post-intervention measurements were taken during individual sessions. Participants' experiences were assessed through semi-structured interviews at the end.

Results: The intervention was found to increase psychological flexibility and mindfulness skills while reducing perceived stress and the number of reported problems. Comparisons between the group and individual interventions showed they were equally effective. Participants reported positive experiences, citing peer support and practical tools for addressing well-being challenges. The study concluded that an ACT-based group intervention incorporating embodied practices can support student well-being, and similar programs could be useful in future university mental health initiatives.

2018

Mäenpää, M. & Peltola, K. (2018). Psy­ko­lo­gi­sen jous­ta­mat­to­muu­den, tie­toi­suus­tai­to­jen ja teh­ty­jen sa­na­va­lin­to­jen yh­teys opis­ke­li­joi­den ko­ke­maan stres­siin ja sen muu­tok­siin verk­ko­vä­lit­tei­sen hy­vin­voin­tioh­jel­man ai­ka­na [The Relationship Between Psychological Inflexibility, Mindfulness Skills, and Word Choice With Perceived Stress and Its Changes During an Online Well-Being Program for Students]. Master’s Thesis. Department of Psychology, University of Jyväskylä.

https://jyx.jyu.fi/hand­le/123456789/58600

This study aimed to explore how university students’ perceived stress and its changes during an online well-being program (Student Compass) were related to underlying mechanisms such as psychological inflexibility, mindfulness skills, and their subskills. The research also examined differences in word and phrase usage in weekly written responses between students experiencing low and high levels of stress. The Student Compass program is a supported online intervention developed at the University of Jyväskylä based on Acceptance and Commitment Therapy (ACT). Data was collected from 123 participants using the following measures: PSS-10 (Perceived Stress), AFQ-Y (Psychological Inflexibility), and FFMQ (Mindfulness Skills). Weekly written reflections submitted by participants were also analyzed with the help of artificial intelligence in collaboration with the university's Faculty of Information Technology.

Results: Initial levels of perceived stress were not directly associated with psychological inflexibility or mindfulness skills. However, changes in perceived stress were significantly linked to changes in both psychological inflexibility and mindfulness skills. Additionally, baseline levels of mindfulness skills and inflexibility were predictive of how stress levels would change over time. Among the subskills of mindfulness, non-judging and non-reactivity were inversely related to changes in stress. AI analysis of weekly responses showed notable linguistic differences between students with low and high stress. Interestingly, the study could predict program benefit (in terms of stress reduction) with 85% accuracy based on early text responses.

Conclusion: The lack of association between perceived stress and its psychological mechanisms at baseline might suggest that stress in this context differs from clinical mental health disorders. This research also marked a first step toward utilizing Finnish-language AI-based text analysis in psychology.

2017

Herrala, A. & Luoma, H. (2017). Hy­väk­sy­mis- ja omis­tau­tu­mis­te­ra­pi­aan poh­jau­tu­va verk­koin­ter­ven­tio opis­ke­li­joil­le: psy­ko­lo­gi­sen jous­ta­vuu­den kas­vun mer­ki­tys ja vai­ku­tuk­set hy­vin­voin­tiin sekä yh­tey­det opit­tui­hin tai­toi­hin ja muu­tos­ko­ke­muk­siin [An Online Intervention Based on Acceptance and Commitment Therapy for University Students: The Role of Psychological Flexibility in Well-Being and Its Relationship to Learned Skills and Perceived Changes]. Master’s Thesis. Department of Psychology, University of Jyväskylä. 

https://jyx.jyu.fi/hand­le/123456789/54697

This study examined the effects of a supported online intervention for university students—Student Compass—based on Acceptance and Commitment Therapy (ACT), on psychological flexibility and overall well-being. It also investigated the connection between changes in psychological flexibility and students’ general well-being, learned skills, and experienced changes during the program. The data is part of the University of Jyväskylä's Student Life project and was collected during the 2015–2016 academic year. A total of 48 students from various faculties, aged 19–40, participated in the eight-week online intervention, which included web-based exercises and three in-person meetings. Psychological flexibility was measured using the AFQ-Y, and overall well-being with the MHC-SF. Additional tools developed by the Department of Psychology were used to assess learned skills and self-perceived changes.

Results: The intervention increased both psychological flexibility and general well-being. Changes in psychological flexibility explained a significant portion of the change in overall well-being. These increases occurred regardless of the participants’ initial level of well-being. For those with lower initial well-being, those who showed greater gains in psychological flexibility also experienced greater improvements in overall well-being. Further, psychological flexibility growth was associated with the development of skills like acceptance and cognitive defusion, as well as changes related to detachment from thoughts and emotions.

Conclusion: The supported Student Compass intervention effectively enhances both psychological flexibility and general well-being among university students. The growth in psychological flexibility significantly contributes to improved well-being and the development of helpful psychological skills.

2016


Ahlfors, E. & Sirkiä, L. (2016). Hy­väk­sy­mis- ja omis­tau­tu­mis­te­ra­pi­aan pe­rus­tu­va tuet­tu verk­koin­ter­ven­tio hy­vin­voin­nin edis­tä­mi­sek­si yli­opis­to-opis­ke­li­joil­la: Oh­jel­maan käy­te­tyn ajan yh­teys hoi­to­tu­lok­seen [A Supported Online ACT Intervention to Promote Well-Being Among University Students: The Relationship Between Program Engagement and Treatment Outcomes]. Master’s Thesis. Department of Psychology, University of Jyväskylä. 

https://jyx.jyu.fi/hand­le/123456789/51287

This study examined the time university students spent using the supported online program Student Compass—based on Acceptance and Commitment Therapy (ACT)—and how it related to treatment outcomes aimed at improving student well-being. The purpose was to better understand usage patterns and how they may influence the program’s effectiveness. The data was collected during 2012–2013 as part of the Student Life research project at the University of Jyväskylä. The participants (n = 68), aged 19–32, engaged in a seven-week online ACT intervention with support provided by psychology students. The study tracked weekly time spent using the program’s website and completing its home practice exercises. Outcomes were assessed using well-being, stress, and depression scales, as well as process measures of mindfulness skills and psychological flexibility.

Results: On average, students spent 1 to 1.5 hours per week on the program, and usage remained consistent throughout the intervention. Time spent on the website was associated with increases in mindfulness skills related to acceptance, and time spent on home exercises was linked to improvements in observational mindfulness skills. Increases in acceptance-related mindfulness skills were associated with improved well-being and reduced depressive symptoms. Improvements in descriptive mindfulness skills were connected to better well-being and reductions in depression and stress.

Conclusion: While overall time spent using the program was not directly tied to symptom reduction or increased psychological flexibility, specific types of usage (e.g., time on acceptance-related exercises) were associated with positive changes. These results suggest that fostering certain mindfulness subskills, especially acceptance, through intentional program use can significantly improve student well-being.

Tuo­vi­nen, E. (2016). Opis­ke­li­jan Kom­pas­si: käy­tet­tä­vyy­den ja käyt­tö­ko­ke­muk­sen pa­ran­ta­mi­nen. Pro gra­du -tut­kiel­ma. Tie­to­jär­jes­tel­mä­tie­de. Jy­väs­ky­län yli­opis­to.
2015Jär­vi­sa­lo, S. (2015). Ef­fec­ti­ve­ness of in­ter­net-de­li­ve­red the­ra­pist sup­por­ted accep­tance and com­mit­ment the­ra­py in­ter­ven­tion in the treat­ment of depres­sion, anxie­ty and stress on uni­ver­si­ty stu­dents. Mas­ter’s the­sis. Psyc­ho­lo­gy De­part­ment. Uni­ver­si­ty of Jy­väs­ky­lä. https://jyx.jyu.fi/handle/123456789/48852


Bachelor's theses

Most Bachelor’s theses presented below have been written in Finnish. We provide below translated titles and abstracts in English.

Year Title & Abstract 

2024

Haapakoski, A. (2024). Psykologisen joustavuuden yhteys yksinäisyyteen yliopisto-opiskelijoilla [The relationship between psychological flexibility and loneliness among university students] (Bachelor’s thesis, University of Tampere). Tampere University.

The aim of this study was to examine the relationship between psychological flexibility and loneliness among Finnish university students. Loneliness is a significant public health issue, influenced by various factors. This study focuses specifically on psychological flexibility, a core concept in Acceptance and Commitment Therapy (ACT). Psychological flexibility refers to an individual's ability to accept their own thoughts and emotions and to adapt their behavior appropriately to the context. A total of 964 students participated in the study by enrolling in the online course “Student Well-being and Life Skills.” At the beginning of the course, students completed a well-being questionnaire, which formed the dataset for this research. Psychological flexibility was measured using the Avoidance and Fusion Questionnaire for Youth (AFQ-Y), and loneliness was assessed using a Finnish-translated and shortened version of the UCLA Loneliness Scale. Statistical analysis was conducted using the R programming language, employing correlation and linear regression analyses to examine relationships between variables. The results showed that psychological flexibility was negatively associated with loneliness. In other words, higher scores in psychological flexibility were significantly related to lower levels of loneliness. These findings align with previous research. The main conclusion of the study is that psychological flexibility plays an important role in the experience of loneliness among university students. Overall, the results support the development of interventions aimed at increasing psychological flexibility as a way to prevent loneliness.
2023

Jutila, M. (2023). Psykologisen joustavuuden yhteys koettuun stressiin Opiskelijan Kompassin verkko-ohjelman aikana [The relationship between psychological flexibility and perceived stress during the Student Compass online program] (Bachelor’s thesis, University of Tampere). Tampere University.

The aim of this study was to examine the relationship between psychological flexibility and perceived stress among university students. Stress is a significant and growing issue in student populations, and various interventions have been developed to help manage it—one common approach being Acceptance and Commitment Therapy (ACT)-based methods. In ACT, psychological flexibility is considered one of the key mechanisms of change. Psychological flexibility refers to an individual’s ability to be consciously present in the moment and to adapt their behavior in a way that fits the context. High psychological flexibility has been associated with lower perceived stress. The research question explored whether changes in psychological flexibility during the Student Compass online program were associated with changes in perceived stress. The hypothesis was that an increase in psychological flexibility during the program would be linked to a decrease in stress levels. This study was part of a broader effectiveness research project on the Student Compass conducted at the University of Tampere. Student Compass is an ACT-based intervention developed by the University of Jyväskylä and adopted by the University of Tampere, where it is implemented as part of a course titled “Student Well-being and Life Skills.” Participants were University of Tampere students who independently completed the course online during the 2021–2022 academic year. They completed a well-being survey before and shortly after the program, forming the dataset for analysis. Psychological inflexibility (the opposite of flexibility) was measured using the Avoidance and Fusion Questionnaire for Youth (AFQ-Y), and perceived stress was measured using the Perceived Stress Scale (PSS). Participants represented a wide range of faculties, academic years, and age groups. The final sample size was 318 students. The results showed that psychological flexibility increased and perceived stress decreased during the Student Compass program, and these changes were significantly related. As hypothesized, the change in psychological flexibility predicted the change in perceived stress. These findings support the effectiveness of the Student Compass online program and provide justification for its use in promoting student well-being. However, further research is needed to better understand the underlying mechanisms of these effects.

Matomäki, I. (2023). Opiskelijan kompassin vaikutus stressaantuneiden opiskelijoiden stressiin ja hyvinvointiin [The impact of the Student Compass program on stress and well-being among stressed students]. Bachelor’s thesis, University of Tampere. Tampere University.

This study examined the effects of the independently implemented online program Student Compass on stress, well-being, and mindfulness skills among stressed university students. Student stress is a common and increasing issue in higher education. Research has shown that stress is associated with poorer academic performance, lower motivation, and a heightened risk of dropping out. Students often do not seek help for psychological symptoms due to the stigma surrounding mental health issues and the limited availability of support services. Online programs based on Acceptance and Commitment Therapy (ACT) have been shown to reduce perceived stress and enhance student well-being. Mindfulness skills are a key component of ACT's mechanisms of change. This study explored whether the Student Compass program, which is grounded in ACT principles and completed independently, could reduce stress, improve well-being, and develop mindfulness skills among stressed participants. Data were collected between 2021 and 2022 from University of Tampere students who independently completed the Student Compass as part of a course on student well-being and life skills. Pre- and post-measurements were conducted using the Perceived Stress Scale (PSS-10), the Mental Health Continuum Short Form (MHC-SF), and the Five Facet Mindfulness Questionnaire (FFMQ-15). Students experiencing moderate to high stress levels were selected based on the PSS-10. The final sample included 270 participants. The results showed a reduction in perceived stress and improvements in overall well-being and its subdomains during participation in the Student Compass. Participants also showed enhanced mindfulness skills, which may mediate the observed reduction in stress and improvement in well-being. This study provides new evidence that the Student Compass, when completed independently, can be an effective and easily accessible low-threshold intervention for students experiencing psychological distress.  

Hietala, I. & Mätäsaho, A. (2023). Ar­vo­jen mu­kai­sen elä­män yh­teys opis­ke­lu-uu­pu­muk­seen Opis­ke­li­jan Kom­pas­sin verk­ko-oh­jel­mas­sa [The Relationship Between Values-Based Living and Study Burnout in the Student Compass Online Program]. Bachelor’s Thesis, Department of Psychology, Tampere University.

This study examined the relationship between values-based living and symptoms of study burnout among university students. Study burnout has become increasingly common and alleviating it is important for both individuals and society. Study burnout includes symptoms such as exhaustion, cynicism, and feelings of inadequacy. These symptoms can be alleviated with interventions based on Acceptance and Commitment Therapy (ACT), such as the Student Compass online program. A central aspect of ACT-based interventions is promoting values-based living through values work. This study explored whether changes in values-based living during the use of the Student Compass online program would predict changes in study burnout symptoms overall and in its individual components. The study was part of the Student Compass research project. The data was collected from Tampere University students who independently completed a course based on the program during 2021–2022. The students (n = 345, aged 18–58) filled out well-being questionnaires at the beginning and end of the program. Measures included the Study Burnout Inventory (SBI-9) and the Engaged Living Scale (ELS). Results: Students reported reduced study burnout symptoms and increased values-based living during the program. The increase in values-based living predicted overall reductions in burnout symptoms, especially reductions in cynicism and feelings of inadequacy, but not in exhaustion. The findings provide new insights into the relationship between values-based living and study burnout, an under-researched topic. These results can inform the design of self-guided online interventions aimed at reducing study burnout. Future research should further investigate the predictive relationship between values work and specific burnout symptoms, as well as the role of other components of ACT interventions.
 2020

Koistinen, J. (2020). The Effect of Student Compass on Perceived Depression in Higher Education Students. Thesis (Bachelor of Social Services), School of Health and Social Services, JAMK University of Applied Sciences.

This thesis was carried out at a Finnish university of applied sciences, where students enrolled in an elective course completed the Student Compass well-being program. The Student Compass is a web-based intervention based on Acceptance and Commitment Therapy (ACT). The aim of the thesis was to evaluate the effectiveness and functionality of the Student Compass program in preventing perceived depression among students. Specifically, the study aimed to explore how perceived depression levels changed over time among students. The data for the thesis was pre-collected during the course. Depression was measured using the PHQ-9 questionnaire, which provided responses to the research questions. The thesis employed a quantitative research approach. A data matrix was created, from which descriptive and dispersion statistics were calculated, including mean, mode, median, variation ratio, and range. Mean depression scores were calculated before and after the intervention. Results: The average initial depression score was 6.3, indicating mild depression. The post-intervention score decreased to 4.65, which falls into the category of “no depression.” This suggests that the Student Compass program can be an effective tool in reducing students' perceived depression. Over half of the participants showed a decrease in depression levels. The greatest benefit was seen among those who initially experienced moderate depression. The results align with findings from university-level research on the Student Compass and with international studies on the benefits of online interventions.
2018

Jalava, S. (2018) Acting as a Well-being Coach in Student Compass: Social and Health Care Students in Digital Interventions. Bachelor’s Thesis, Degree Programme in Nursing, JAMK University of Applied Sciences.

The aim of this thesis was to explore the suitability of the well-being coaching role in the Student Compass program and the effectiveness of remote communication in interventions. It also aimed to evaluate how remote work could be developed in the future, both in working life and in the context of coaching, and how it contributes to professional growth. The goal was to create a model for JAMK University of Applied Sciences that could support future remote well-being coaching and digital communication, helping students develop work-life skills and digital service provision. The method used was qualitative research, conducted through a questionnaire with open-ended questions sent via email to students who had acted as well-being coaches in the program. In addition, observations made during supervision sessions were used and recorded. Data analysis: The responses were analyzed using content analysis, identifying recurring themes.

Results: Acting as a well-being coach was seen as a valuable professional experience, enhancing personal development and providing tools and methods applicable in future work within social and health care. Digital interventions were mostly perceived positively. However, technical issues and poor internet connections negatively impacted the overall atmosphere and time management during interventions.

Conclusion: Digital interventions were found to increase participants’ readiness for future working life. This thesis offers insight for JAMK on how to improve the design and implementation of well-being coaching and remote communications within the Student Compass program.
2016

Di Baldo, M. & Karjalainen, L. (2016). Hy­väk­sy­mis- ja omis­tau­tu­mis­te­ra­pia­poh­jai­nen verk­koin­ter­ven­tio opis­ke­li­joi­den hy­vin­voin­nin tu­ke­mi­seen – Koet­tu­jen on­gel­mien yh­teys psy­ko­lo­gi­seen jous­ta­vuu­teen [A Web-Based ACT Intervention for Supporting Student Well-Being – The Connection Between Perceived Problems and Psychological Flexibility]. Bachelor’s Thesis, Department of Psychology, University of Jyväskylä.

Mental health issues are quite common among university students. The Student Compass well-being program, developed at the University of Jyväskylä, is one approach to addressing these challenges. The program is delivered through a supported online ACT (Acceptance and Commitment Therapy) intervention. This thesis is part of the ongoing development of the Student Compass program. The study addressed three research questions: Is there a relationship between students’ well-being (measured by the number and severity of perceived problems at the beginning of the intervention) and their level of psychological flexibility? Which components of psychological flexibility are most clearly associated with the number and severity of perceived problems? How is the number of perceived problems at the beginning of the program related to the effectiveness of the intervention, particularly in terms of psychological flexibility and general well-being?

Results: The study found that the more and the more severe problems a student perceived, the lower their psychological flexibility tended to be. Emotional attitudes (especially toward one’s own emotions) were particularly strongly linked to the amount and severity of perceived problems. The intervention proved effective based on the tools used in the study (problem checklist, AFQ-Y for psychological flexibility, and MHC-SF for well-being). The effect size was greatest among those students who reported the most problems.

Arasalo, V. & Peurala, E. (2016). Hy­vin­voin­ti­val­men­ta­jan pa­laut­teen mer­ki­tys HOT-verk­koin­ter­ven­tios­sa: Sa­tun­nais­tet­tu kont­rol­loi­tu tut­ki­mus [The Importance of Coach Feedback in an ACT-Based Online Intervention: A Randomized Controlled Study]. Bachelor’s Thesis, Department of Psychology, University of Jyväskylä.

The role of support person feedback in online interventions aimed at promoting well-being has been relatively under-researched, even though previous findings suggest it may be significant. This thesis explored whether different types of written feedback affected the effectiveness of an ACT-based online intervention and student well-being. Participants (n = 27) were randomly assigned to two groups, differing only in the type of written feedback received from a well-being coach. One group received unstructured feedback, while the other received fairly structured feedback. The study was part of the Student Compass research project at the University of Jyväskylä. The Student Compass intervention lasted eight weeks and included three one-on-one meetings with a well-being coach in addition to online exercises. Feedback was provided weekly after each task module. Changes in well-being and psychological processes were measured at the beginning and end of the intervention using tools such as MHC-SF, PSS, the Problem Checklist, FFMQ, and AFQ-Y.

Results: Well-being improved in both groups, but the group receiving structured feedback showed greater improvements. Clear trends in favor of structured feedback emerged in well-being measures (MHC-SF, PSS, Problem Checklist). However, no differences were observed between groups in process measures (FFMQ and AFQ-Y). These results suggest that even moderately structured feedback can produce significant treatment effects using fewer resources.

Tarsia, S. (2016). Hy­väk­sy­mis- ja omis­tau­tu­mis­te­ra­pia -poh­jai­nen verk­koin­ter­ven­tio opis­ke­li­joi­den hy­vin­voin­nin edis­tä­mi­ses­sä: Pa­laut­teen an­ta­mi­nen ja hy­vin­voin­nin ke­hit­ty­mi­nen. Kan­di­daa­tin tut­kiel­ma [An ACT-Based Online Intervention to Promote Student Well-Being: Feedback Delivery and Development of Well-Being]. Bachelor’s Thesis, Department of Psychology, University of Jyväskylä.

This thesis examined the effects of a supported ACT-based online intervention on student well-being, focusing on different types of feedback delivery. Participants (n = 20) were randomly assigned to two groups: one received unstructured written feedback, and the other received semi-structured feedback. Both types followed ACT principles. The Student Compass program lasted eight weeks, including three personal coaching meetings, online exercises, and three pieces of written feedback based on weekly tasks. Well-being changes were tracked using tools like MHC-SF, PSS, and the Problem Checklist. FFMQ and AFQ-Y were used as process measures. Results: Well-being improved in both groups. Semi-structured feedback seemed to have a greater impact on specific mindfulness subskills, especially acceptance without judgment or reaction, and acting with awareness.

2015

Ala-Keturi, T. (2015). HOT-poh­jai­sen ly­hy­tai­kai­sen verk­ko­hoi­don vai­ku­tus mind­ful­ness-tai­toi­hin sekä tun­ne-elä­mään, so­si­aa­li­seen ja psy­ko­lo­gi­seen hy­vin­voin­tiin suo­ma­lai­sil­la yli­opis­to-opis­ke­li­joil­la: Jat­ku­vuus ja muu­tos in­ter­ven­tion jäl­keen sekä seu­ran­ta­tut­ki­muk­sen ai­ka­na [The Effect of a Short-Term ACT-Based Online Intervention on Mindfulness Skills, Emotional, Social, and Psychological Well-Being in Finnish University Students: Continuity and Change After the Intervention and During Follow-Up]. Bachelor’s Thesis, Department of Psychology, University of Jyväskylä.

This study investigated the effectiveness of a short-term online intervention based on Acceptance and Commitment Therapy (ACT) on mindfulness skills and various aspects of well-being (emotional, social, and psychological) among Finnish university students. The study also explored whether the effects were sustained over time through follow-up. The program was designed to be brief and self-guided. Students participated in the online intervention and completed well-being and process questionnaires both immediately after and at a follow-up time point. While the specific measures and follow-up data are not described in the abstract on the image, the study aimed to evaluate the continuity of positive changes and the durability of intervention outcomes.

Finnholm, A. (2015). Ly­hyen hy­väk­syn­tä- ja ar­vo­poh­jai­sen tue­tun verk­koin­ter­ven­tion vai­kut­ta­vuus opis­ke­li­joi­den hy­vin­voin­tiin [Effectiveness of a Short ACT-Based Online Intervention for Supporting Student Well-Being]. Bachelor’s Thesis, Department of Psychology, University of Jyväskylä.

Mild mental health problems are increasingly common in today’s society, yet treatment is often only available when issues have become more severe. This raises the question of how to provide cost-effective but impactful preventive care to those in need. The Department of Psychology at the University of Jyväskylä aimed to answer this question by testing the Student Compass—an online well-being program based on Acceptance and Commitment Therapy (ACT). In this study, the intervention was delivered over five weeks with participants working independently online, supported by personal coaches. Nineteen university students took part in all phases of the study. Results indicated that the combination of the online program and support meetings had a positive effect on life satisfaction and social well-being. However, due to the small sample size and study limitations, the conclusions about the program’s effectiveness should be approached with caution and warrant further research. Participants’ experiences with the supported online intervention were mostly positive, supporting the development of similar autonomous intervention models in the future.

Kade, K. & Niemi, A. (2015) Hy­väk­sy­mis- ja omis­tau­tu­mis­te­ra­pia­poh­jai­nen verk­koin­ter­ven­tio opis­ke­li­joi­den hy­vin­voin­nin tu­ke­mi­seen: Opis­ke­li­jan Kom­pas­si –oh­jel­man vai­kut­ta­vuus, syys osal­lis­tua, toi­veet ja ko­ke­muk­set [An ACT-Based Online Intervention for Supporting Student Well-Being: Effectiveness of the Student Compass Program, Participation Reasons, Expectations, and Experiences]. Bachelor’s Thesis, Department of Psychology, University of Jyväskylä.

There are still relatively few support services available for promoting university students’ mental well-being. In addition to public healthcare, it is important to develop institutionally coordinated well-being programs. This study examined the effectiveness of the Student Compass online intervention, developed for this purpose. The researchers were also interested in students’ reasons for participating, their expectations, and their overall experiences of the program. All participants (n = 14) received the intervention immediately—there were no control groups. The five-week program included pre-planned weekly themes. During this time, students completed online exercises independently, had three face-to-face meetings with a support person, and maintained online contact. Well-being changes were assessed using MHC-SF, DASS, Problem Checklist, SOC-13, and LSQ. Psychological processes were evaluated using the AAQ-2.

Results: The intervention increased student well-being (MHC-SF), satisfaction with life circumstances (LSQ), and reduced depression, anxiety, and stress symptoms (DASS) as well as perceived problems (Problem Checklist). Participation Reasons: Most common reasons for joining the program included fatigue, overload, stress, burnout, anxiety, and mood-related issues. Others mentioned loneliness, relationship issues, or uncertainty about career and future. Expectations and Experiences: Students hoped for practical tools to manage emotions and thoughts, as well as support, advice, and the opportunity to talk with someone. Overall, experiences with the program were very positive. Satisfaction with the program was high, and students felt their expectations were met. Self-assessments indicated improved well-being. Even a relatively short supported online intervention can be effective in promoting student well-being.