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名被试的干预前后得分，所有被试均根据其在学术自我妨碍量表（Academic Self-Handicapping Scale, Geetika & Gupta, 2020）上的评定结果筛选得出。其中13名被试被随机分配至实验组，接受时长为8小时、结合理性情绪行为疗法（Rational Emotive Behavior Therapy, REBT）与接纳承诺疗法（Acceptance and Commitment Therapy, ACT）的干预方案；剩余12名被试被随机分配至对照组，未接受任何干预措施。所有被试分别在干预开始节点（干预前）以及干预开始后两周（干预后）完成该量表施测，同时记录其在行为性自我妨碍（Behavioural Self-Handicapping）与声称性自我妨碍（Claimed Self-Handicapping）两个子维度上的得分，并通过将两个子维度得分相加得到总量表得分。