Rational emotive intervention for stress management among english education undergraduates: Implications for school curriculum innovation
Different studies have shown the prevalence of high level of stress among undergraduate students. The objective of the present study was to investigate the effect of rational emotive behavioral therapy (REBT) as a stress management intervention among English Education undergraduates in Universities...
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| Veröffentlicht in: | Medicine (Baltimore) 2019-10, Vol.98 (40), p.e17452 |
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| creator | Igbokwe, Uche Lebechi Onyechi, Kay C N Ogbonna, Chimaobi Samuel Eseadi, Chiedu Onwuegbuchulam, Adaobi C Nwajiuba, Chinyere Augusta Ugodulunwa, Christiana C Eze, Angela Omaeze, Kenneth Patrick, Chioma Patience Ekechukwu, Leona Eucharia Egbe, Cajetan I Nnachi, Robert Azu Anyaegbunam, Emenike N |
| description | Different studies have shown the prevalence of high level of stress among undergraduate students. The objective of the present study was to investigate the effect of rational emotive behavioral therapy (REBT) as a stress management intervention among English Education undergraduates in Universities in Southeastern Nigeria.
The study adopted a group randomized trial design. One hundred sixteen samples of English education undergraduates (with a high level of perceived stress) took part in the study. These students were randomly assigned to groups - intervention group(n = 58) and no-intervention control group (n = 58). The Perceived Stress Scale (PSS-14) was used for data collection. The collected data were analyzed using 2-way mixed repeated measure ANOVA and independent sample t test at 0.05 probability level.
Results showed that an REBT program significantly reduced the stress among English education undergraduates in the intervention group compared to the students in the control group as measured by PSS-14. Also, the English education undergraduates who benefited from the REBT program maintained the reduction in stress after 3 months when the researchers conducted a follow-up.
REBT program can be used to equip undergraduate students with the necessary skills to manage stress. The implications for curriculum innovation were highlighted. |
| doi_str_mv | 10.1097/MD.0000000000017452 |
| format | Article |
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The study adopted a group randomized trial design. One hundred sixteen samples of English education undergraduates (with a high level of perceived stress) took part in the study. These students were randomly assigned to groups - intervention group(n = 58) and no-intervention control group (n = 58). The Perceived Stress Scale (PSS-14) was used for data collection. The collected data were analyzed using 2-way mixed repeated measure ANOVA and independent sample t test at 0.05 probability level.
Results showed that an REBT program significantly reduced the stress among English education undergraduates in the intervention group compared to the students in the control group as measured by PSS-14. Also, the English education undergraduates who benefited from the REBT program maintained the reduction in stress after 3 months when the researchers conducted a follow-up.
REBT program can be used to equip undergraduate students with the necessary skills to manage stress. The implications for curriculum innovation were highlighted.</description><identifier>ISSN: 0025-7974</identifier><identifier>ISSN: 1536-5964</identifier><identifier>EISSN: 1536-5964</identifier><identifier>DOI: 10.1097/MD.0000000000017452</identifier><identifier>PMID: 31577772</identifier><language>eng</language><publisher>United States: Wolters Kluwer Health</publisher><subject>Clinical Trial/Experimental Study ; Curriculum ; Education, Professional ; Female ; Humans ; Male ; Nigeria ; Psychotherapy, Rational-Emotive ; Stress, Psychological - therapy ; Students - psychology ; Young Adult</subject><ispartof>Medicine (Baltimore), 2019-10, Vol.98 (40), p.e17452</ispartof><rights>Copyright © 2019 the Author(s). Published by Wolters Kluwer Health, Inc. 2019</rights><lds50>peer_reviewed</lds50><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed><cites>FETCH-LOGICAL-c310t-3e108e854c6cf53037c8c9dcf388d54585ac328d85838d83b012c8555090082e3</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://www.ncbi.nlm.nih.gov/pmc/articles/PMC6783170/pdf/$$EPDF$$P50$$Gpubmedcentral$$Hfree_for_read</linktopdf><linktohtml>$$Uhttps://www.ncbi.nlm.nih.gov/pmc/articles/PMC6783170/$$EHTML$$P50$$Gpubmedcentral$$Hfree_for_read</linktohtml><link.rule.ids>230,314,723,776,780,860,881,27901,27902,53766,53768</link.rule.ids><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/31577772$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>Igbokwe, Uche Lebechi</creatorcontrib><creatorcontrib>Onyechi, Kay C N</creatorcontrib><creatorcontrib>Ogbonna, Chimaobi Samuel</creatorcontrib><creatorcontrib>Eseadi, Chiedu</creatorcontrib><creatorcontrib>Onwuegbuchulam, Adaobi C</creatorcontrib><creatorcontrib>Nwajiuba, Chinyere Augusta</creatorcontrib><creatorcontrib>Ugodulunwa, Christiana C</creatorcontrib><creatorcontrib>Eze, Angela</creatorcontrib><creatorcontrib>Omaeze, Kenneth</creatorcontrib><creatorcontrib>Patrick, Chioma Patience</creatorcontrib><creatorcontrib>Ekechukwu, Leona Eucharia</creatorcontrib><creatorcontrib>Egbe, Cajetan I</creatorcontrib><creatorcontrib>Nnachi, Robert Azu</creatorcontrib><creatorcontrib>Anyaegbunam, Emenike N</creatorcontrib><title>Rational emotive intervention for stress management among english education undergraduates: Implications for school curriculum innovation</title><title>Medicine (Baltimore)</title><addtitle>Medicine (Baltimore)</addtitle><description>Different studies have shown the prevalence of high level of stress among undergraduate students. The objective of the present study was to investigate the effect of rational emotive behavioral therapy (REBT) as a stress management intervention among English Education undergraduates in Universities in Southeastern Nigeria.
The study adopted a group randomized trial design. One hundred sixteen samples of English education undergraduates (with a high level of perceived stress) took part in the study. These students were randomly assigned to groups - intervention group(n = 58) and no-intervention control group (n = 58). The Perceived Stress Scale (PSS-14) was used for data collection. The collected data were analyzed using 2-way mixed repeated measure ANOVA and independent sample t test at 0.05 probability level.
Results showed that an REBT program significantly reduced the stress among English education undergraduates in the intervention group compared to the students in the control group as measured by PSS-14. Also, the English education undergraduates who benefited from the REBT program maintained the reduction in stress after 3 months when the researchers conducted a follow-up.
REBT program can be used to equip undergraduate students with the necessary skills to manage stress. The implications for curriculum innovation were highlighted.</description><subject>Clinical Trial/Experimental Study</subject><subject>Curriculum</subject><subject>Education, Professional</subject><subject>Female</subject><subject>Humans</subject><subject>Male</subject><subject>Nigeria</subject><subject>Psychotherapy, Rational-Emotive</subject><subject>Stress, Psychological - therapy</subject><subject>Students - psychology</subject><subject>Young Adult</subject><issn>0025-7974</issn><issn>1536-5964</issn><issn>1536-5964</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2019</creationdate><recordtype>article</recordtype><sourceid>EIF</sourceid><recordid>eNpdkV1rHCEUhiW0JNukvyBQvOzNpDqOq5OLQkn6EUgIhPRajHNm1uLHRseF_oT-65jdfLQ9Fwrnfc9zlBehY0pOKOnFp6vzE_JaVHS83UMLytmy4f2ye4MWhLS8Eb3oDtC7nH9VExNtt48OGOWiVrtAf270bGPQDoOPs90AtmGGtIHw2MZjTDjPCXLGXgc9ga8C1j6GCUOYnM0rDEMxWwguYYA0JT0UPUM-xRd-7exOyzuUWcXosCkpWVNc8XVbiJut4wi9HbXL8P7pPkQ_v329PfvRXF5_vzj7ctkYRsncMKBEguSdWZqRM8KEkaYfzMikHHjHJdeGtXKQXLJ6sjtCWyM556QnRLbADtHnHXdd7jwMpn4oaafWyXqdfquorfpXCXalprhRSyEZFaQCPj4BUrwvkGflbTbgnA4QS1YtI6QGQLZWtrOaFHNOML6soUQ9hqiuztX_IdapD3-_8GXmOTX2ANB1nB0</recordid><startdate>20191001</startdate><enddate>20191001</enddate><creator>Igbokwe, Uche Lebechi</creator><creator>Onyechi, Kay C N</creator><creator>Ogbonna, Chimaobi Samuel</creator><creator>Eseadi, Chiedu</creator><creator>Onwuegbuchulam, Adaobi C</creator><creator>Nwajiuba, Chinyere Augusta</creator><creator>Ugodulunwa, Christiana C</creator><creator>Eze, Angela</creator><creator>Omaeze, Kenneth</creator><creator>Patrick, Chioma Patience</creator><creator>Ekechukwu, Leona Eucharia</creator><creator>Egbe, Cajetan I</creator><creator>Nnachi, Robert Azu</creator><creator>Anyaegbunam, Emenike N</creator><general>Wolters Kluwer Health</general><scope>CGR</scope><scope>CUY</scope><scope>CVF</scope><scope>ECM</scope><scope>EIF</scope><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>7X8</scope><scope>5PM</scope></search><sort><creationdate>20191001</creationdate><title>Rational emotive intervention for stress management among english education undergraduates: Implications for school curriculum innovation</title><author>Igbokwe, Uche Lebechi ; 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The objective of the present study was to investigate the effect of rational emotive behavioral therapy (REBT) as a stress management intervention among English Education undergraduates in Universities in Southeastern Nigeria.
The study adopted a group randomized trial design. One hundred sixteen samples of English education undergraduates (with a high level of perceived stress) took part in the study. These students were randomly assigned to groups - intervention group(n = 58) and no-intervention control group (n = 58). The Perceived Stress Scale (PSS-14) was used for data collection. The collected data were analyzed using 2-way mixed repeated measure ANOVA and independent sample t test at 0.05 probability level.
Results showed that an REBT program significantly reduced the stress among English education undergraduates in the intervention group compared to the students in the control group as measured by PSS-14. Also, the English education undergraduates who benefited from the REBT program maintained the reduction in stress after 3 months when the researchers conducted a follow-up.
REBT program can be used to equip undergraduate students with the necessary skills to manage stress. The implications for curriculum innovation were highlighted.</abstract><cop>United States</cop><pub>Wolters Kluwer Health</pub><pmid>31577772</pmid><doi>10.1097/MD.0000000000017452</doi><oa>free_for_read</oa></addata></record> |
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| ispartof | Medicine (Baltimore), 2019-10, Vol.98 (40), p.e17452 |
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| source | Wolters Kluwer Open Health; MEDLINE; IngentaConnect Open Access Journals; DOAJ Directory of Open Access Journals; EZB-FREE-00999 freely available EZB journals; PubMed Central; Alma/SFX Local Collection |
| subjects | Clinical Trial/Experimental Study Curriculum Education, Professional Female Humans Male Nigeria Psychotherapy, Rational-Emotive Stress, Psychological - therapy Students - psychology Young Adult |
| title | Rational emotive intervention for stress management among english education undergraduates: Implications for school curriculum innovation |
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