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The effects of bilingual acceptance and commitment training (ACT) on exercise in bilingual international university students

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The effects of bilingual acceptance and commitment training (ACT) on exercise in bilingual international university students

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The Effects of Bilingual Acceptance and Commitment Training (ACT)
on Exercise in Bilingual International University Students
by
Yiyi Wang

A Thesis Presented to the
FACULTY OF THE USC DORNSIFE COLLEGE OF LETTERS, ARTS AND SCEICNES
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the Requirements for the Degree
MASTER OF SCIENCE
(APPLIED BEHAVIOR ANALYSIS)

May 2020

Copyright 2020 Yiyi Wang

ii

TABLE OF CONTENTS
List of Tables ................................................................................................................................. iii
List of Figures ................................................................................................................................ iv
Abstract ............................................................................................................................................v
Introduction ......................................................................................................................................1
Applied Behavior Analytic Procedure .............................................................................................1
Contingency management and physical activity......................................................1
Self-management, caloric expenditure and physical activity ..................................2
Acceptance and Commitment Training ...........................................................................................3
ACT, mindful awareness, and physical activity ......................................................3
ACT, exercise tolerance, and exercise willingness ..................................................4
ACT and exercise enjoyment ...................................................................................5
Method .............................................................................................................................................6
Participants and Setting............................................................................................6
Response Measurement and Interobserver Agreement ............................................7
Procedures ................................................................................................................8
Design ..........................................................................................................8
Baseline ........................................................................................................8
Intervention ..................................................................................................8
Maintenance .................................................................................................9
Debriefing ....................................................................................................9
Results ..............................................................................................................................................9
Discussion ......................................................................................................................................11
References ......................................................................................................................................14

iii
LIST OF TABLES
Table Page
1 Participant Demographics ........................................................................................................18
2 Social Validity Assessment Questions and Mean Scores across Participants. ........................19
3 ACT Exercises Used during the Intervention Phase ................................................................20

iv

LIST OF FIGURES
Figure Page
1 Average Daily Steps per Week ................................................................................................21
2 Frequency of Gym Visits per Week.........................................................................................22
3 Weekly Work Out Duration .....................................................................................................23

v

ABSTRACT
Promoting physical activity is a crucial public health priority. Interventions that use applied
behavior analytic procedures (ABA) such as contingency management and self-management
have shown promise for facilitating physical activity. However, additional research is needed to
advance innovation, particularly with respect to interventions that work through indirect-acting
contingencies. Among these innovative models of behavior intervention, Acceptance and
Commitment Training (ACT) has received increased attention and empirical support. Previous
research has provided evidence that ACT can increase exercise but previous ACT studies have
generally used group designs, which makes it difficult to carefully consider the effects of the
intervention at the level of the individual participant, the level at which ACT trainers and
therapists work. The present study evaluated a bilingual, five-week, one-on-one ACT-based
coaching program for increasing exercise in bilingual international university students. After
receiving the ACT intervention, all four participants increased their average daily steps, gym
visits, and gym duration significantly and gains maintained after intervention was terminated.
The results of this study suggest that an ACT-based bilingual coaching program of moderate
duration can be effective for increasing exercise in bilingual university students.

Keywords: acceptance and commitment therapy, acceptance and commitment training, physical
activity, diversity, multilingual, bilingual

1

The Effects of Bilingual Acceptance and Commitment Training (ACT) on Exercise in Bilingual
International University Students
Physical activity plays an important role in prevention and management of many non-
communicable diseases, including cardiovascular diseases, diabetes, obesity, depression, and
various types of cancer (Warburton et al., 2006). Previous research shows that a daily 10,000
step goal is beneficial for maintaining a desirable level of physical activity for health; however,
there is a deficit of approximately 4,000 daily steps among adults (Choi, Pak, & Choi, 2007). In
order to maintain substantial health benefits, the 2008 U.S. Department of Health and Human
Services (HHS) federal physical activity guidelines recommend that adults perform muscle-
strengthening activities at least twice weekly, with moderate-intensity aerobic physical activity
for at least 150 minutes per week or vigorous-intensity aerobic physical activity for at least 75
minutes per week. However, despite the numerous health benefits of regular exercise, only
22.9% of U.S. adults aged 18-64 met the guidelines for both aerobic and muscle-strengthening
activities during leisure-time physical activity (LTPA) in 2010-2015 (Blackwell & Clarke,
2018).
Applied behavior analytic (ABA) interventions that use procedures such as contingency
management and self-management have shown promise for increasing physical activity.
Contingency management interventions include components such as arranging the environment
to make objective verification of some target behavior possible and providing tangible
reinforcers contingent on participant’s emitting the target behavior (Petry, 2000). In Kurti and
Dallery (2013), the experimenters used an Internet-based intervention and changing criterion
design to increase walking in 12 sedentary participants over 50 years of age. The results of their
study showed that steps increased 182% from baseline to the end of intervention, and 87% of

2

step goals were met. Washington, Banna, and Gibson (2014) employed a reversal design to
further examine the effectiveness of CM and their findings suggested that all 11 healthy adults in
their study increased overall steps by improving daily minutes active, within-bout response rates,
and decreasing pauses between bouts of activity.
Self-management is also considered as an effective strategy to increase physical activity.
Normand (2008) utilized a self-management strategy to promote physical activity of four
nonobese adults and the results indicated that including self-monitoring, goal setting, and
feedback were successful at increasing the total number of steps per day. A similar study
conducted by Donaldson and Normand (2009) used the same components and all participants in
their study were successful in increasing the daily caloric expenditure during intervention phases.
In both studies reviewed above, the experimenters included feedback (delivered via daily e-
mails) in their treatment package and asked participants to submit data via e-mail. However,
another study conducted by VanWormer (2004) used a component analysis, which indicated that
self-monitoring alone (without the feedback) was effective for all participants and only one
participant showed further improvement when receiving e-mail feedback. Hustyi et al. (2011)
evaluated self-monitoring, goal setting, and reinforcement to promote physical activity (steps per
session) but their results showed modest or no increases in physical activity. The experimenters
noticed that the rewards they used for these two obese children may not have functioned as
reinforcers. Van Camp and Hayes (2012) also mentioned that in order to increase physical
activity, more research is needed to identify effective reinforcers when self-monitoring, goal
setting, and feedback are not sufficient.
Although it has been demonstrated by previous research that self-management and
contingency management appear to be promising for increasing physical activity, given the

3

social significance of the topic (Van Camp & Hayes, 2012), additional research is needed to
advance innovations in behavioral interventions, especially those that move beyond direct-acting
contingencies. Third-wave behavioral therapies leverage both direct and indirect-acting
contingencies, through mindfulness techniques and willingness to tolerate distress via valued
behavior change (Butryn et al., 2011). Among these innovative models of behavior interventions,
Acceptance and Commitment Training (ACT) has received substantial attention and empirical
support.
Acceptance and Commitment Training (ACT) is a form of psychotherapeutic treatment
that has been widely used in clinical settings for the treatment and management of psychological
disorders such as depression (Zettle & Rains, 1989), anxiety (Block, 2002), and substance use
(Hayes et al., 2004). More recently, it has been applied to health-related behaviors, including
self-management of diabetes (Gregg et al., 2007) and weight loss for obesity (Lillis et al., 2009).
Most studies applying ACT-based procedures have addressed physical activity in the context of
obesity; however, few studies have focused on using these procedures in people who are not
diagnosed with obesity but wish to improve their exercising habits. In Butryn et al. (2011), the
experimenters evaluated the short-term effectiveness of a brief, physical-activity-focused ACT
intervention for the purpose of facilitating physical activity in nonobese individuals. A total of 54
females were randomly assigned to an education (n=19) or ACT (n=35) intervention. Both
interventions consisted of two, two-hour group sessions in which participants in the ACT
sessions were taught skills for mindfulness, values clarification, and willingness to experience
distress in the service of behavior change and the participants in the education intervention were
provided information about safely engaging in physical activity. The dependent variables were
athletic center visits, self-reported mindful awareness, and the degree of psychological distance

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from various negative thoughts and feelings. The overall results of their study suggested that
participants in the ACT sessions increased their willingness to engage in physical activity more
significantly than participants in the education group and made more frequent athletic center
visits, as reported at 3 weeks post-intervention. However, the experimenters did not assess how
long the participants stayed in the athletic center (how much actual physical activity) and only
relied on self-report measures to document effectiveness.
Initial research suggests ACT can teach people how to increase their willingness to
exercise by accepting and defusing from unpleasant internal experiences (e.g., exercise-related
discomfort). A study by Ivanova et al. (2015) tested the efficacy of an acute intervention derived
from ACT for increasing high-intensity constant work rate (CWR) exercise tolerance in
sedentary women. A total of 39 women were randomly assigned to the experimental group
(ACT; n=18) or the control group (no ACT-techniques; n=21). During the ACT condition,
participants were taught cognitive defusion and acceptance techniques to cope with aversive
physical discomfort and negative affect by increasing their willingness to experience unpleasant
physical sensations. For the no-ACT condition, participants were shown a short video and then
created goals for when, where, and how they would increase their overall physical activity levels.
During both CWR exercise tests, participants listened to music that they selected based their own
preference as a means of coping with the high intensity exercise. The results of this study
suggested that exercise tolerance increased by 15% in the ACT group, which further supported
that ACT improvements in exercise tolerance time were related to improvements in perceived
effort and ratings of postexercise enjoyment. The results are encouraging but the study was very
short-term (approximately one hour in duration) and was conducted in a contrived laboratory

5

setting, so it is unknown whether the intervention would result in socially meaningful behavior
change in participants’ real lives.
Ivanova et al. (2016) attempted to evaluate the longer-term effectiveness of ACT on
exercise by comparing it to an implementation intentions intervention in promoting physical
activity and exercise enjoyment and evaluated the effects at 6-months follow-up. 32 nonobese
women were randomized into either ACT training (n=16) or instructions to form implementation
intentions for exercise activities (n=16). Participants in the ACT intervention were instructed in
how to manage unpleasant physical sensations and psychological responses to exercising.
Participants in the implementation intentions group were provided with psychoeducation on
physical activity and taught to form concrete plans to increase physical activity. The results of
the interventions were measured through a self-report questionnaire at six months post-
intervention. The results of their study suggested that both interventions were effective in
increasing physical activity and exercise enjoyment long term, so the study does not provide
evidence of effectiveness of ACT, per se.
Overall, the studies briefly reviewed above provide some initial examples of the effects
of ACT interventions on improving short-term and long-term physical activity. The results thus
far are encouraging and much more research on the use of ACT for increasing physical activity is
still needed. All previous research, of which we are aware, has used group designs without
considering each participant’s individual differences. In particular, studies that evaluate the
effects of specific ACT exercises on repeated measures of multiple overt behaviors, that do not
rely only on self-report, and that are analyzed at the level of the individual participant are
needed. In addition, no previous research, of which we are aware, has evaluated ACT for
increasing physical activity in multilingual or culturally diverse populations. The lack of

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diversity in research participants is recognized as a major limitation of modern health science,
not only ethically but practically. The lack of diversity in research participants seriously hinders
society’s ability to extrapolate findings to the general public from research primarily done with
Caucasian participants (Oh, Galanter, Thaker, Pino-Yanes, Barcelo, White et.., 2015). Therefore,
the purpose of the present study was to extend previous research by using a single case design
and evaluate the effects of a multilingual ACT-based coaching program for increasing measures
of the overt behavior of physical activity in bilingual non-obese adults.
Method
Participants and Setting
Participants of this study were four bilingual college students whose original language
was Mandarin Chinese, ages 21 to 29 years old, who were medically healthy, could safely
engage in physical activity, and reported that they wanted to increase their physical activity and
had failed to do so on their own in the past. Participant demographic information is depicted in
Table 1. All participants reported that they had been to the gym before but participated in <150-
min/week of moderate and/or <75-minute/week vigorous exercise for the past 2 months. Body
mass index (BMI) was not considered as a criterion for inclusion in the study as physical activity
is expected to be of potential benefit to any person, regardless of weight status. Weight
management was not a target of the current study.
Intervention sessions took place in a room within a university campus, which contained
several tables and chairs, and the participants engaged in physical exercise their natural
environment (e.g., gym and park). The experimenters included one monolingual English-
speaking faculty advisor (second author), one graduate student whose native language was
Mandarin and who also spoke English (first author), and third author who spoke only English.

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Response Measurement and Interobserver Agreement
Three dependent variables were included in the current study: daily steps taken,
frequency of gym visits, and duration of gym visits.
Steps taken. The primary dependent variable was the number of average daily steps
taken per week. The Mi band 2 activity band was used in this study because it had been reported
to have high accuracy and tight integration with Apple Health and Google Fit platforms
compared to other activity bands (El-Amrawy, & Nounou, 2015). Each participant was given a
Mi band 2 before beginning baseline and each participant’s daily steps were automatically
collected and uploaded via the Bluetooth into the Mi Fit App on the participant’s phone during
all phases of the study. The activity band used to track the primary dependent variable was given
to each participant as compensation for their participation.
Frequency and duration of gym visits. The frequency and duration of gym visits were
measured daily and summarized weekly. The participants were instructed that, every time they
entered the gym, to take photos of their gym visit and send them to the first author, and record
the duration of each gym visit on their phone. Top report data to the first author, participants
were asked to take screenshots of their daily steps from the app on their phone and send the
pictures to the experimenter by 11:59 pm each day. They also sent their photos of gym visits and
weekly duration to the experimenter by every Sunday night. In addition, the first author
corroborated the frequency and duration of gym visits by comparing participants’ data collection
to the patterns of physical activity recorded by the activity band.
Social Validity. Social validity was assessed via a written assessment at the conclusion
of the study for each participant. Social validity assessment questions covering the validity of
goals, procedures, and outcomes, are listed in Table 2. Note that the intervention program was

8

described to participants as “mindfulness techniques” rather than as ACT, as this was deemed to
be more familiar and socially acceptable.
Procedures
A multiple baseline across participants design was used, consisting of the following
phases: baseline, ACT intervention, and maintenance.
Baseline. After receiving the activity band to measure their steps taken, participants were
told to engage in their normal pattern of exercise. No feedback was given to the participants
based on any of their data, other than thanking them for reporting data.
Intervention. Intervention sessions were conducted one-on-one, in person. The program
targeted five of the six core processes of ACT, excluding self-as-context, and focused primarily
on values and committed action. The first ACT intervention session took one hour and ten
minutes to complete and consisted of the first six exercises listed in Table 3. Briefer weekly
sessions were then conducted, consisting of two exercises from the list on Table 3. The values
bull’s eye and goal setting exercises served as the anchor of the program and were conducted
during all sessions. The total duration of all intervention sessions averaged 190 minutes.
All participants were informed that the study would be conducted in English but that
Mandarin translation was available at any time, from the first author. The faculty advisor (second
author) and first author were both present for all sessions for participant 1 and the faculty advisor
implemented the first four intervention sessions and the student implemented the last session. All
sessions for participant 1 were conducted in English and the first author translated approximately
five percent of the words spoken during sessions into Mandarin. Only the first author was present
for participant 2 and approximately sixty percent of the sessions were conducted in Mandarin.
Similar to the second participant, only the first author was present for participant 3. Participant 3

9

reported having more difficulty understanding instructions in English and requested that the
intervention be translated into Mandarin approximately eighty five percent of the time. Lastly,
the first author and the third author were both present for all sessions for participant 4 and the
third author conducted all of the sessions in English. Participant 4 did not request any translation
into Mandarin.
Maintenance. After the fifth intervention session, participants were instructed to
continue wearing the activity band and continue to report data to the experimenter. They met
with the experimenter every two weeks to discuss their progress and exercise status but no
further ACT training was conducted.
Debriefing. During the final in-person meeting during the maintenance phase,
participants were debriefed on the overall purpose and processes used throughout the study as
well as the outcomes attained. Participants were given the opportunity to ask any questions about
the study and its conclusions and were asked to complete the social validity assessment.
Results
Figure 1 depicts the average daily steps per week for all participants. The horizontal
dotted lines depict participant-selected goals. Participant 1 stayed in baseline for three weeks and
her daily steps on average were 1,739 steps. Her daily steps increased significantly to 5,076 steps
during ACT intervention and increased further in the maintenance phase (5,310 steps on
average). For participant 2, his average daily steps during the first baseline condition (four
weeks) was 2,432. His daily steps increased to 7,152 steps after two ACT intervention sessions.
However, he experienced a family emergency and needed to return to China. He requested that
his study participation be put on hold but agreed to continue to report data to the experimenter
while on hold. While intervention was on hold, his daily steps decreased to an average of 3,313

10

steps for the seven weeks he was in China and the first week he was back in the US but not yet
back participating in the intervention. Intervention was then reinitiated and his daily steps
increased to an average of 4,852 steps. He achieved his highest daily steps during the
maintenance condition (7,005 steps). Participant 3 stayed in baseline for six weeks and his
average daily steps were 3,801. His daily steps increased significantly to 6,969 steps during ACT
intervention and maintained at an average of 6,447 steps per week during the maintenance
condition. Participant 4 stayed in baseline for seven weeks and his daily steps on average were
2,942. His daily steps increased significantly to 6,290 steps during ACT intervention and
averaged 5,201 in maintenance.
Figure 2 depicts the frequency of weekly gym visits. Participant 1’s gym visits increased
from zero in baseline to an average of 3.4 during intervention and 3.3 during the maintenance
condition. No data are reported for week 14, as her gym was closed for construction. Participant
2’s gym visits increased from zero in baseline to twice per week in both intervention and
maintenance sessions, aside from week 22, in which he was sick. Participant 3’s gym visits
increased from zero in baseline to an average of 2.2 per week during intervention and an average
of 3 during the maintenance condition. Participant 4’s gym visits increased from zero in baseline
to 2.4 times per week during intervention and 1.7 during maintenance.
Figure 3 depicts the weekly average duration of gym visits. Participant 1’s gym visit
duration increased from zero in baseline to an average of 3.55 hours per week in intervention and
an average of 3.9 hours per week in maintenance. Participant 2’s work out duration increased
from zero in baseline to an average of 1.9 hours per week across all intervention weeks (pre and
post break in intervention) and an average of 2 hours per week in the maintenance condition,
including week 19, during which he was sick. Participant 3’s work out duration per week

11

increased from zero in baseline to an average of 2.49 hours per week in intervention and 3.15
hours per week in maintenance. Participant 4’s gym visit duration increased from zero hours per
week in baseline to an average of 1.2 hours per week in intervention and an average of 1.17
hours per week in maintenance
Table 2 depicts the data from the social validity assessment for all participants. Mean
scores were 4 or higher for all questions and all participants.
Discussion
Facilitating physical activity is a significant public health concern. To address the wide-
ranging barriers to physical activity, it is critical to evaluate innovative approaches that target
physical activity. This study provides preliminary evidence suggesting that a five-week
multilingual ACT intervention may produce immediate and substantial increases in physical
activity among international bilingual college students, as evidenced by increases in daily steps,
gym visits, and duration of gym visits. The results of this study suggest that ACT-based
interventions can be effective in both English and Chinese for bilingual participants. In addition,
the intervention was brief and required relatively little overall contact time with the experimenter
(i.e., under four hours total). In addition, the effects of the intervention maintained after it was
discontinued, with all four participants performing substantially the same in the maintenance
condition, as compared to the intervention condition. These results suggest the treatment effects
may maintain, however no long-term follow-up data were collected.
Given the increasing rates of preventable disease and death caused by exercise-related
personal health decisions, these findings may have implications regarding the effectiveness of
ACT-based interventions for promoting physical activity in populations who may be at risk (e.g.,
people with obesity or diabetes) and, potentially, for creating prevention programs. For example,

12

it seems possible that building greater psychological flexibility surrounding exercise during
childhood could potentially reduce the probability of developing a sedentary lifestyle and the
negative health outcomes associated with it at a later time. Future research should attempt to
train ACT skills related to exercise in school children and directly measure exercise behavior and
health outcomes in adulthood.
The role of ACT in creating flexibility in cognitions surrounding exercise and self-
evaluations warrants discussion. Contemporary society, particularly social media, is replete with
messages that people should exercise and negative self-evaluations surrounding exercise are
likely common (e.g., “I’m lazy,” “I’m fat,” “People are going to stare at me at the gym,” etc.).
The highly selective nature of images that people choose to post on social media, including
digitally enhanced pictures, likely create a context that is highly effective at evoking and
maintaining negative and avoidant evaluative statements about self that, when functioning as
verbal rules that rigidly control behavior, likely support exercise-avoidant behavior. It seems
likely that the current intervention helped establish more flexible and values-oriented cognitions
(i.e., private verbal self-rules) surrounding exercise, for example, participant 4 anecdotally
reported that “I developed more ways of exercise and fell in love with running on the playground
in the evening.” Unfortunately, we made no attempt to systematically measure such private
verbal behavior, so future research should attempt to do so more thoroughly.
The implications of the current study for culturally adapted interventions for diverse
populations may also be worthy of discussion. The current study evaluated one possible
approach for extending English language interventions into diverse, multilingual populations. In
this case, the monolingual professor demonstrated the intervention for the initial sessions with
the first participant and responsibility for implementing the intervention was gradually

13

transferred to the bilingual graduate student first author. She then adjusted her own
implementation of the intervention by flexibly switching back-and-forth from English to
Mandarin, at the request of each individual participant. One might argue that this represents an
inconsistent or uncontrolled implementation of the independent variable. However, given the
highly consistent results across participants, it also seems possible that this approach represents a
step toward flexible, culturally and contextually adapted implementation of ACT interventions.
One limitation of this study is that the intervention was conducted in a university setting,
so it is not possible to determine if the results generalize to more natural settings. However, it is
worth noting that all of the behaviors which comprise the dependent variables occurred in the
participants’ natural lives, far from the university room in which the intervention took place. In
addition, since the participants were university students, the university actually was their natural
setting. Still, future research should replicate the current procedures in other settings, such as
gyms, schools, psychology practices, and medical settings. A second limitation is that only four
healthy bilingual college students were involved in this study. Much more additional research is
needed by other research groups and across other populations and settings. Another potential
direction for future research could be to improve efficiency and reduce response effort by
creating an app or through implementing in-person group instruction programs. Finally, since we
did not conduct a component analysis, it is impossible to determine whether all components were
necessary. It is possible that some of the components of the ACT hexaflex model could have
been omitted and/or fewer than five sessions could have been conducted. However, the current
intervention was a relatively small investment in time and it obtained a relatively large change in
a behavior that can be very hard to change. Still, future research could conduct component or
parametric analyses that identify the necessary components and dose for optimal effectiveness.

14

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depression. Journal of clinical psychology, 45(3), 436-445.

18

Table 1. Participant Demographics

Participant Gender Age Race BMI BMR
1 Female 23 Asian 22 1361
2 Male 29 Asian 20 1630
3 Male 23 Asian 25 1908
4 Male 21 Asian 23 1891

19

Table 2. Social Validity Assessment Questions and Mean Scores across Participants
Social Validity Assessment
1= Strongly Disagree 2= Disagree 3=Neutral 4=Agree 5=Strongly Agree
(Circle One)

1. I believe that the mindfulness procedures used in this study helped me realize my
true value of doing exercise.

5

2. I found that the mindfulness procedures used were easy to follow. 5

3. I prefer to receive instructions in my primary language. 4

4. I value the goal of exercising more. 5

5. The mindfulness exercises used in this study were helpful in my daily life. 4.75

6. Participating in this study helped me improving my exercise behavior. 5

7. Overall, I approve of the mindfulness procedures used in this study. 5

20
Table 3. ACT Exercises Used during the Intervention Phase
Exercise Reference
Values bull’s eye (revisited each
session)
Lundgren et al., 2012
Goal setting Bailey, Ciarrochi, & Harris, 2014
Five Senses Stoddard & Afari, 2014
Mindful bodyscan Stoddard & Afari, 2014
Ball in a pool Jepsen, 2012
Identifying barriers to exercise Egan et al., 2013
Talking and listening Harris, 2009, p. 177
Observer exercise Hayes et al., 1999, p. 192-196
Mind-reading machine Harris, 2009, p. 201
The master storyteller
Flip Cards
Harris, 2009, p. 119
Livheim & Bond, 2013
What do you want your life to stand for? Hayes et al., 1999, pp. 215-218
Passengers on the bus Hayes et al., 1999
Word repetition Tichener, 1916
Silly voice Hayes & Strosahl, 2004

21

Figure 1. Average Daily Steps per Week

22

Figure 2. Frequency of Gym Visits per Week

23

Figure 3. Weekly Work Out Duration

Abstract (if available)

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Asset Metadata

Creator Wang, Yiyi (author)

Core Title The effects of bilingual acceptance and commitment training (ACT) on exercise in bilingual international university students

School College of Letters, Arts and Sciences

Degree Master of Science

Degree Program Applied Behavior Analysis

Publication Date 04/22/2020

Defense Date 01/22/2020

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag acceptance and commitment therapy,acceptance and commitment training,bilingual,diversity,multilingual,OAI-PMH Harvest,physical activity

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Tarbox, Jonathan (committee chair), Cameron, Michael (committee member), Harris, Jennifer (committee member), Manis, Frank (committee member)

Creator Email yiyiw@usc.edu

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c89-285534

Unique identifier UC11673463

Identifier etd-WangYiyi-8305.pdf (filename),usctheses-c89-285534 (legacy record id)

Legacy Identifier etd-WangYiyi-8305.pdf

Dmrecord 285534

Document Type Thesis

Rights Wang, Yiyi

Type texts

Source University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Access Conditions The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the a...

Repository Name University of Southern California Digital Library

Repository Location USC Digital Library, University of Southern California, University Park Campus MC 2810, 3434 South Grand Avenue, 2nd Floor, Los Angeles, California 90089-2810, USA