Valued Living Questionnaire

“…Valued Living Questionnaire (VLQ): Wilson and Groom (2002) developed VLQ as a self-statement scale that measures valued life. This scale consists of 10 life areas to measure whether the individuals live their life throughout the values or not.…”

Section: Mindful Attention and Awareness Scale (Maas): This Scale Wasmentioning

confidence: 99%

The Relationships Between Mindfulness and Valued Living in University Students: The Mediating Role of Authenticity

Çekici¹

2019

IES

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It was aimed to examine the mediating role of authentic behavior on mindfulness and valued-living in this study. The study group involved the participation of a total of 270 undergraduate students and the students’ age was between 18-28 years old. The group’s mean age was 20.4 (Sd=1.44). The data were collected through The Mindful Attention and Awareness Scale, Valued Living Questionnaire and Authenticity Scale.The hierarchical regression analysis was used to analyze the mediating role of authenticity. The results of this study showed that authenticity has a mediating role on the relationship between mindfulness and valued-living.

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“…The Perceived Stress Scale (PSS: Cohen, Kamarck, & Mermelstein, 1983), a 10-item Likert scale questionnaire, provides a measure of the degree to which individuals report the perception of stress in their lives, with higher scores denoting greater levels of stress. The Valued Living Questionnaire (VLQ; Wilson & Groom, 2002), a two-part questionnaire with ten Likert scale questions in each part, provides a measure of an individual's degree of valued living in various life domains (i.e., family and education/training) in terms of importance of values and consistency of values-related behavior.…”

Section: Self-report Measuresmentioning

confidence: 99%

A Randomized Control Trial to Evaluate the Use of Acceptance and Commitment Therapy (ACT) to Increase Academic Performance and Psychological Flexibility in Graduate Students

Paliliunas

Belisle

Dixon

2018

Behav Analysis Practice

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Graduate students experience high levels of demand in their degree programs, which often results in difficulty maintaining their academic performance and managing their distress. The present study examined the effectiveness of a 6-week values clarification and committed action training program derived from acceptance and commitment therapy (ACT) to increase academic performance and psychological flexibility of graduate students in a behavior analysis and therapy program by comparing a Values intervention group to a Study Tips active treatment control group on measures of academic performance, psychological flexibility, values-driven behavior, and stress. The results suggest that the Values group demonstrated statistically significant improvements in academic performance (t (32) = 1.902, p < 0.05), psychological flexibility (t (32) = 1.895, p < .05), and ratings of the importance of education-related values (t (32) = 2.013, p < .05) compared to the control group, and nonsignificant improvements in reports of consistency with education-related values (t (32) = 0.7204, p > .05) and perceived stress (t (32) = 1.521, p > .05). The Values group also demonstrated a higher score for social validity than the control group following the intervention (t (32) = 2.449, p < .05). Keywords Values clarification. Randomized controlled trial. Graduate students. Psychological flexibility In 2015, there were 2.9 million students enrolled in graduate degree programs in the USA, and within the next 10 years, that number is expected to increase by as much as 12 % (U.S. Department of Education, National Center for Education Statistics, 2017). While the number of students enrolling in graduate studies is increasing, attrition is a common problem among this population, with varying rates of program completion among programs in different areas of study. For example, attrition in master's and doctorate level psychology-related programs can be as high as 10% of students (Michalski, Cope, & Fowler, 2016). Graduate students' failure to complete their degree programs may be related to the high demands they experience, which can result in various academic and psychological problems.

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Valued Living Questionnaire

Cited by 20 publications

References 0 publications

A Systematic Review of Mindfulness and Acceptance‐Based Treatments for Social Anxiety Disorder

A Systematic Review of Mindfulness and Acceptance‐Based Treatments for Social Anxiety Disorder

The Relationships Between Mindfulness and Valued Living in University Students: The Mediating Role of Authenticity

A Randomized Control Trial to Evaluate the Use of Acceptance and Commitment Therapy (ACT) to Increase Academic Performance and Psychological Flexibility in Graduate Students

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