Verbal relations in the context of university experience: An exploratory analysis using a relational density theoretical framework and case example

Abstract

College students report experiencing challenges to their mental health and wellbeing that impact their academic performance and experience in the university setting, however analyses of their verbal relations in the context of university experience are more limited. The present studies attempt to provide an exploratory analysis of the verbal experience of college students using a Relational Density Theory framework and a case example demonstrating the impact of a synthesized approach that targets both relational behavior and environmental context. In Study 1, we modeled relational frames related to university experience using a multidimensional scaling procedure. Participants were divided into groups based on reported psychological flexibility, and the differences between high- and low-flexibility groups were examined. In Study 2, we provide a case example of the effect of an intervention framework referred to as Values-Based Self-Management that targets psychological flexibility development and behavior change using Acceptance and Commitment Therapy and self-management approaches on a participant's university experience, examining changes in participant psychological wellbeing, academic engagement, and performance, including a measure of relational behavior via the multidimensional scaling procedure. Results suggest improvements in self-reported and self-monitored variables as well as differences in relational behavior from pre-to post-test. Implications for assessment and intervention for college students are discussed, however the results of this study should be considered exploratory due to the novel procedures and limited sample.