2026 年 39 巻 1 号 p. 24-37
The purpose of the present study was to examine the effects of a group psychoeducational approach to support junior high school students with a high tendency to overadapt in a school setting by promoting the clarification of value and commitment (CVC). First-year junior high school students were divided into an intervention group and a waiting-list group, and three psychoeducational approaches on the “values” and “committed action” of the ACT were conducted, followed by a pre-and post-questionnaire survey. In the overadjustment tendency group, 32 students in the intervention group, 27 students in the waiting-list group, and 26 students who intervened after waiting were used in the analysis. A linear mixed model analysis was conducted to examine intervention effects. CVC and Competence increased while depression decreased, indicating a significant main effect of time. Relatedness showed a significant interaction effect, with improvement in the intervention group. The correlations between the pre-and post-intervention changes in CVC and Relatedness was significant. The results suggested that the psychoeducational approach improved the Relatedness satisfaction. Regardless of the intervention, CVC increased while depression decreased, Competence, Autonomy, continuation of avoidance (CA) and overadjustment did not change. It was assumed that a mechanism by which increased CVC influences the Relatedness satisfaction. However, it is important to note that the intervention may have directly affected the Relatedness satisfaction. Therefore, the Relatedness satisfaction can be improved without necessarily changing overadjustment tendencies, suggesting to some extent the effectiveness of psychoeducational approaches in promoting CVC among students with high overadaptive tendencies.
