TY - JOUR
T1 - School Engagement of Undergraduate History students
T2 - Effect of REBT intervention
AU - Eseadi, Chiedu
AU - Diale, Boitumelo Molebogeng
AU - Oloidi, Frances Jumoke
AU - Amanambu, Ogechukwu Vivian
AU - Umeano, Blessing Chisom
N1 - Publisher Copyright:
© 2022, The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature.
PY - 2023/3
Y1 - 2023/3
N2 - This study investigated the effect of rational emotive behaviour therapy (REBT) on school engagement of undergraduate history students’ sample from Nigerian higher education institutions. The REBT intervention group comprised 23 undergraduate history students whilst the waitlist control group also comprised 23 undergraduate history students. School engagement was measured with the School Engagement Scale (SES). According to the study’s findings, REBT improved and sustained undergraduate history students’ school engagement scores at posttest (p =.000, η²p=.89) and follow-up (p =.000, η²p=.89). The results also suggest a statistically significant effect of time on students’ SES scores (p =.000, η²p=.85). The results also indicate that students’ SES scores were influenced significantly by group and time interaction effect (p =.000, η²p=.85). The authors conclude that the REBT program offered to undergraduate history students in Nigeria enhanced their school engagement when compared to a waitlist control group.
AB - This study investigated the effect of rational emotive behaviour therapy (REBT) on school engagement of undergraduate history students’ sample from Nigerian higher education institutions. The REBT intervention group comprised 23 undergraduate history students whilst the waitlist control group also comprised 23 undergraduate history students. School engagement was measured with the School Engagement Scale (SES). According to the study’s findings, REBT improved and sustained undergraduate history students’ school engagement scores at posttest (p =.000, η²p=.89) and follow-up (p =.000, η²p=.89). The results also suggest a statistically significant effect of time on students’ SES scores (p =.000, η²p=.85). The results also indicate that students’ SES scores were influenced significantly by group and time interaction effect (p =.000, η²p=.85). The authors conclude that the REBT program offered to undergraduate history students in Nigeria enhanced their school engagement when compared to a waitlist control group.
KW - REBT
KW - School Engagement
KW - Undergraduate history students
UR - http://www.scopus.com/inward/record.url?scp=85131697141&partnerID=8YFLogxK
U2 - 10.1007/s10942-022-00463-1
DO - 10.1007/s10942-022-00463-1
M3 - Article
AN - SCOPUS:85131697141
SN - 0894-9085
VL - 41
SP - 209
EP - 221
JO - Journal of Rational - Emotive and Cognitive - Behavior Therapy
JF - Journal of Rational - Emotive and Cognitive - Behavior Therapy
IS - 1
ER -
