Enhancing Well-Being Among Chinese University Students: A Pilot Study of an Online Acceptance and Commitment Therapy Intervention

Many university students in China are suffering from mental health problems, and the need for preventative well-being trainings has been recognised. Given limited resources, innovative approaches are needed to increase university students’ well-being skills. The present case study aims to explore the change in Chinese university students’ psychological flexibility, well-being, and study-related burnout during an ACT-based online course and explore the differences in the changes between wellbeing initial well-being profiles. In addition, the objective is to explore how students themselves reflect the effects of the course. An online ACT-based course was offered to two Chinese universities in 2024. The study applied a mixed methods approach combining paired t-tests, mixed ANOVA and inductive content analysis. The data were collected through pre- and post-questionnaires (n = 35) and students’ reflective journals. Quantitative results revealed significant increases in students’ scores on psychological flexibility and a decrease in burnout. In addition, the study suggests that students with low initial well-being benefit from the course more. Students’ reflections included several different benefits from the course related to well-being and studying.