Reducing stress and enhancing academic buoyancy among adolescents using a brief web- based program based on acceptance and commitment therapy: A randomized controlled trial

Puolakanaho, Anne; Lappalainen, Raimo; Lappalainen, Päivi; Muotka, Joona S.; Hirvonen, Riikka; Eklund, Kenneth M.; Ahonen, Timo P. S.; Kiuru, Noona

doi:10.1007/s10964-018-0973-8

Cited by 122Mindfulness and Compassion InterventionsStudent Stress and CopingDigital Mental Health Interventions

Reducing stress and enhancing academic buoyancy among adolescents using a brief web- based program based on acceptance and commitment therapy: A randomized controlled trial

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Puolakanaho, Anne, Lappalainen, Raimo, Lappalainen, Päivi, Muotka, Joona S., Hirvonen, Riikka, Eklund, Kenneth M., Ahonen, Timo P. S., Kiuru, Noona·2019·Journal of Youth and Adolescence

DOI 10.1007/s10964-018-0973-8PMC PMC6394525

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Abstract

Acceptance and commitment therapy programs have rarely been used as preventive tools for alleviating stress and enhancing coping skills among adolescents. This randomized controlled trial examined the efficacy of a novel Finnish web- and mobile-delivered five-week intervention program called Youth COMPASS among a general sample of ninth-grade adolescents (n= 249, 49% females). The intervention group showed a small but significant decrease in overall stress (between-group Cohen's d = 0.22) and an increase in academic buoyancy (d= 0.27). Academic skills did not influence the intervention gains, but the intervention gains were largest among high-stressed participants. The results suggest that the acceptance and commitment based Youth COMPASS program may be well suited for promoting adolescents' well-being in the school context.

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In Puolakanaho et al. (2019), there was no statistically significant effect on stress on the study-designed stress measure in intention-to-treat analysis (p > .05; ES not reported).
“Stress Stress measure designed for study >.05 (Intention-to- treat analysis) ES not reported”
From Acceptance and commitment therapy interventions in secondary schools and their impact on students' mental health and well-being: A systematic review (2022) · cites this paper as Puolakanaho et al. (2019)
The Results (Intention-to-treat analyses; page unavailable) report no statistically significant change in overall or school stress (p > .05), and the paper reports effect sizes for per-protocol analyses rather than for intention-to-treat analyses. The Methods (Measures; page unavailable) describe the stress measures as drawing on earlier measures, so the description 'designed for study' is not supported. (LLM, conf=0.83)
Experimental — accuracy not yet measured
In Puolakanaho et al. (2019), ACT compared with normal lessons produced a statistically significant between-groups pre-post improvement in stress on a study-designed stress measure in per-protocol analysis with a small effect size (d = 0.22).
“Stress Stress measure designed for study 0.037* (Per protocol analysis) BG pre-post ES = small (d = 0.22)”
From Acceptance and commitment therapy interventions in secondary schools and their impact on students' mental health and well-being: A systematic review (2022) · cites this paper as Puolakanaho et al. (2019)
The Results (Differences in the Groups and Their Outcomes, Tables 4–5; page unavailable) report a significant per-protocol between-group change in overall stress (one-tailed p = 0.037) and a small corrected effect size (d = 0.22). The Methods (Measures; page unavailable) describe the stress question but cite earlier work for its validity; our copy does not establish that the measure was designed for this study. The control group received normal school support without the intervention, rather than being described specifically as receiving only normal lessons. (LLM, conf=0.84)
Experimental — accuracy not yet measured
The earlier version of the guided online ACT intervention was effective in alleviating depression and stress and improving life satisfaction among adolescents who actively participated.
“We previously reported that the earlier version of the guided online ACT intervention under investigation in the current paper was effective in alleviating depression and stress and improving life satisfaction among adolescents who actively participated in the intervention ((Puolakanaho et al., 2019); (Lappalainen et al., 2021)).”
From Brief online ACT intervention to improve adolescents' well-being: Effectiveness among adolescents with depressive symptoms during COVID-19. (2024) · cites this paper as Puolakanaho et al., 2019
The Results (Differences in the Groups and Their Outcomes; page unavailable) report a small, statistically significant reduction in overall stress among adolescents who advanced sufficiently through the program. The Methods (Measures and Statistical Analysis; page unavailable) identify stress and academic buoyancy as outcomes, but this paper does not report reductions in depression or improvements in life satisfaction. (LLM, conf=0.88)
Experimental — accuracy not yet measured
The earlier version of the program, Youth Compass, was effective in improving life satisfaction and academic buoyancy and decreasing stress.
“the intervention is based on an earlier version of the program, Youth Compass , which has been previ ously reported to be effective in improving life satisfaction and academic buoyancy and decreasing stress (Puolakanaho et al., 2019).”
From Brief online ACT intervention to improve adolescents' well-being: Effectiveness among adolescents with depressive symptoms during COVID-19. (2024) · cites this paper as Puolakanaho et al., 2019
The Discussion reports improvements in overall stress and academic buoyancy for participants who completed at least three modules, but no differences from controls in the intention-to-treat analysis. The Limitations section says only stress, school-related stress, and academic buoyancy were examined as outcomes; it does not support an improvement in life satisfaction. (LLM, conf=0.90)
Experimental — accuracy not yet measured
One out of the six studies that demonstrated significant results used a universal intervention (Puolakanaho et al., 2019).
“One out of the six studies that demonstrated significant results used a universal intervention (Puolakanaho et al., 2019).”
From Acceptance and commitment therapy interventions in secondary schools and their impact on students' mental health and well-being: A systematic review (2022) · cites this paper as Puolakanaho et al., 2019

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“Wheels stuck in the mud”: A qualitative study of experiences of academic burnout in graduate nursing students
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A Systematic Review of the Scope of Study of mHealth Interventions for Wellness and Related Challenges in Pediatric and Young Adult Populations
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Acceptance and commitment coaching for music performance anxiety in adolescent singers
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Chinese translation and validation of the Personalized Psychological Flexibility Index (PPFI) for medical college students
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ACTive: Fighting Stress with Acceptance and Commitment
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Usage activity, perceived usefulness, and satisfaction in a web-based acceptance and commitment therapy program among Finnish ninth-grade adolescents
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Self-citation

Authors: Puolakanaho, A., Lappalainen, R., Lappalainen, P., Muotka, J. S., Hirvonen, R., Eklund, K. M., Ahonen, T. P. S., & Kiuru, N.
Affiliations: University of Jyväskylä (FI)
Corresponding author: Puolakanaho, Anne
ORCID: Puolakanaho, Anne
Lappalainen, Raimo
Lappalainen, Päivi
Muotka, Joona S.
Hirvonen, Riikka
Eklund, Kenneth M.
Ahonen, Timo P. S.
Kiuru, Noona
Venue: Journal of Youth and Adolescence
Publisher: Springer Science and Business Media LLC
Published: 2018-12-17
Volume: 48
Issue: 2
Pages: 287-305
ISSN: 0047-2891 (ISSN-L)
1573-6601
DOI: 10.1007/s10964-018-0973-8
PMC: PMC6394525
OpenAlex: W2904044857
Cited by: 122
References: 67
Citations by year: 2026: 10 · 2025: 17 · 2024: 22 · 2023: 18 · 2022: 24 · 2021: 20 · 2020: 5 · 2019: 6
FWCI: 9.09
Type: journal article
Language: en
Open access: hybrid
doi.org
Licence: cc-by
creativecommons.org/licenses/by/4.0 (tdm)
Locations: Journal of Youth and Adolescence (publishedVersion, cc-by)
Europe PMC (PubMed Central) (publishedVersion, cc-by)
PubMed Central (publishedVersion, cc-by)
PubMed (publishedVersion)
Jyväskylä University Digital Archive (University of Jyväskylä) (submittedVersion, cc-by)
Funders: Keski-Suomen Rahasto
Strategic Research Council (292466 for 2015–20)
Suomalainen Tiedeakatemia (No. 2016-2019)
Topics: Social Sciences › Psychology › Clinical Psychology › Mindfulness and Compassion Interventions
Social Sciences › Psychology › Developmental and Educational Psychology › Student Stress and Coping
Social Sciences › Psychology › Applied Psychology › Digital Mental Health Interventions
Keywords: acceptance and commitment therapy, adolescents, stress reduction, academic buoyancy, online intervention, coping strategies, school well-being, ninth grade students, preventive interventions
MeSH terms: Treatment Adherence and Compliance, Academic Success, Adaptation, Psychological, Adolescent, Female, Finland, Humans, Male, School Health Services, Stress, Psychological, Students, Internet, Acceptance and Commitment Therapy

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Reducing stress and enhancing academic buoyancy among adolescents using a brief web- based program based on acceptance and commitment therapy: A randomized controlled trial

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