TY - JOUR
T1 - Rational emotive intervention for stress management among english education undergraduates
T2 - Implications for school curriculum innovation
AU - Igbokwe, Uche Lebechi
AU - Onyechi, Kay C.N.
AU - Ogbonna, Chimaobi Samuel
AU - Eseadi, Chiedu
AU - Onwuegbuchulam, Adaobi C.
AU - Nwajiuba, Chinyere Augusta
AU - Ugodulunwa, Christiana C.
AU - Eze, Angela
AU - Omaeze, Kenneth
AU - Patrick, Chioma Patience
AU - Ekechukwu, Leona Eucharia
AU - Egbe, Cajetan I.
AU - Nnachi, Robert Azu
AU - Anyaegbunam, Emenike N.
N1 - Publisher Copyright:
Copyright © 2019 the Author(s). Published by Wolters Kluwer Health, Inc.
PY - 2019/10/1
Y1 - 2019/10/1
N2 - Background/objective: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.Method: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.Result: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.Conclusion:REBT program can be used to equip undergraduate students with the necessary skills to manage stress. The implications for curriculum innovation were highlighted.
AB - Background/objective: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.Method: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.Result: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.Conclusion:REBT program can be used to equip undergraduate students with the necessary skills to manage stress. The implications for curriculum innovation were highlighted.
KW - curriculum innovation
KW - english education
KW - intervention
KW - stress
KW - undergraduates
UR - http://www.scopus.com/inward/record.url?scp=85072915164&partnerID=8YFLogxK
U2 - 10.1097/MD.0000000000017452
DO - 10.1097/MD.0000000000017452
M3 - Article
C2 - 31577772
AN - SCOPUS:85072915164
SN - 0025-7974
VL - 98
JO - Medicine (United States)
JF - Medicine (United States)
IS - 40
M1 - e17452
ER -