To answer to the need to find effective study-integrated ways to support university students’ well-being, an Acceptance and Commitment Therapy (ACT) -based online course intervention was conducted with quasi-experimental waiting-list control group design. Our aim with this study was to provide new knowledge of the relations and changes in students’ self-assessed and physiological indicators of well-being and study ability during the course. Participating students (N = 68) completed self-assessments of psychological flexibility, organised study skills, study-related burnout risk, and perceived stress, and part of them (n = 35) participated in heart rate variability (HRV) measurements at the beginning and the end of the course. The results showed that students’ psychological flexibility and organised study skills increased, as study-related burnout risk decreased in the intervention group with significant Time x Group interaction effects compared to the waiting-list control group. Students’ perceived stress decreased in the intervention group, but the Time x Group interaction was not significant. The Time x Group interaction effects of HRV measurements were not statistically significant. The findings of this study indicate that study-integrated ACT-based online course can be effective in supporting university students’ psychological flexibility and organised studying and reducing burnout risk, thus contributing to highly needed research on ways to enhance students’ well-being in higher-education.

为了满足寻找有效的学习整合方法来支持大学生福祉的需要，基于接受和承诺疗法（ACT）的在线课程干预通过准实验等待名单对照组设计进行了。我们这项研究的目的是提供关于课程期间学生自我评估和幸福感生理指标以及学习能力之间的关系和变化的新知识。参与学生（n  = 68）完成了心理灵活性、组织学习技能、学习相关倦怠风险和感知压力的自我评估，部分学生（n  = 35）在开始时参与了心率变异性（HRV）测量和课程结束。结果表明，与等候名单对照组相比，干预组学生的心理灵活性和有组织的学习技能有所提高，与学习相关的倦怠风险降低，具有显着的时间 x 组交互效应。干预组学生的感知压力有所下降，但时间 x 组的交互作用并不显着。HRV 测量的时间 x 组交互效应不具有统计显着性。本研究的结果表明，基于 ACT 的学习一体化在线课程可以有效支持大学生的心理灵活性、有组织的学习和降低倦怠风险，从而有助于开展急需的研究，以提高学生在高等教育中的福祉。 -教育。