Integrating REBT and ACT : An intervention study for managing academic self-handicapping behaviour among young adults

The data consists of pre and post interventions scores of 25 participants who were selected based on their ratings on Academic self -handicapping scale (Geetika & Gupta, 2020) . Thirteen participants were randomly assigned to the experimental group which was exposed to 8 hours of intervention that combined REBT and ACT. Twelve participants were randomly assigned to the control group and did not receive any intervention. The pre-intervention scores on Academic self -handicapping scale (Geetika & Gupta, 2020) were assessed at the beginning of the intervention and at two weeks since the beginning of the intervention. Sub scale scores on Behavioural and Claimed self -handicapping were recorded and overall score by adding the two were also obtained.本数据集包含25名参与者的干预前与干预后得分，所有参与者均依据其在学术自我妨碍量表（Academic self-handicapping scale，Geetika与Gupta, 2020）上的评分筛选得出。其中13名参与者被随机分配至实验组，接受了共计8小时的联合干预方案，该方案结合了REBT与ACT；剩余12名参与者被随机分配至对照组，未接受任何干预措施。研究人员于干预开始时以及干预启动后两周，对参与者的该量表得分进行了评估。本研究同时记录了行为型自我妨碍与宣称型自我妨碍两个子维度的得分，并通过将两个子维度得分相加，得到该量表的总得分。