ABSTRACT
In the current investigation, the researchers have used a multisite randomized controlled trial employing Acceptance and Commitment Therapy (ACT) to see whether ACT-based interventions help university students improve their classroom engagement, mental health, and psychological flexibility. Students from four engineering institutions were recruited and allocation was done randomly to one of two groups: wait-list control (n = 68) or intervention (n = 68). This intervention developed by the researchers was named “Happiness Engineering.” University pupils in the intervention group, over one month, actively participated in four 2.5-hours long workshop sessions and completed activities like meditative practices and observation grids. From MANCOVAs and ANCOVAs, it was unveiled that students in the intervention group demonstrated more psychological flexibility than those in the control group. Students also reported higher levels of classroom engagement, contentment, happiness, and well-being, as well as fewer symptoms of depression, despair, anxiety, nervousness, hopelessness, and stress.
