School Engagement of Undergraduate History students: Effect of REBT intervention

Chiedu Eseadi; Boitumelo Molebogeng Diale; Frances Jumoke Oloidi; Ogechukwu Vivian Amanambu; Blessing Chisom Umeano

doi:10.1007/s10942-022-00463-1

School Engagement of Undergraduate History students: Effect of REBT intervention

Chiedu Eseadi
, Boitumelo Molebogeng Diale
, Frances Jumoke Oloidi
, Ogechukwu Vivian Amanambu
, Blessing Chisom Umeano

Educational Psychology

University of Nigeria
Nnamdi Azikiwe University, Awka

Research output: Contribution to journal › Article › peer-review

2 Citations (Scopus)

Abstract

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, η²_p=.89) and follow-up (p =.000, η²_p=.89). The results also suggest a statistically significant effect of time on students’ SES scores (p =.000, η²_p=.85). The results also indicate that students’ SES scores were influenced significantly by group and time interaction effect (p =.000, η²_p=.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.

Original language	English
Pages (from-to)	209-221
Number of pages	13
Journal	Journal of Rational - Emotive and Cognitive - Behavior Therapy
Volume	41
Issue number	1
DOIs	https://doi.org/10.1007/s10942-022-00463-1
Publication status	Published - Mar 2023

Keywords

REBT
School Engagement
Undergraduate history students

ASJC Scopus subject areas

Experimental and Cognitive Psychology
Clinical Psychology

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10.1007/s10942-022-00463-1

Cite this

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title = "School Engagement of Undergraduate History students: Effect of REBT intervention",

abstract = "This study investigated the effect of rational emotive behaviour therapy (REBT) on school engagement of undergraduate history students{\textquoteright} 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{\textquoteright}s findings, REBT improved and sustained undergraduate history students{\textquoteright} 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{\textquoteright} SES scores (p =.000, η²p=.85). The results also indicate that students{\textquoteright} 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.",

keywords = "REBT, School Engagement, Undergraduate history students",

author = "Chiedu Eseadi and Diale, \{Boitumelo Molebogeng\} and Oloidi, \{Frances Jumoke\} and Amanambu, \{Ogechukwu Vivian\} and Umeano, \{Blessing Chisom\}",

note = "Publisher Copyright: {\textcopyright} 2022, The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature.",

year = "2023",

month = mar,

doi = "10.1007/s10942-022-00463-1",

language = "English",

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T2 - Effect of REBT intervention

AU - Eseadi, Chiedu

AU - Diale, Boitumelo Molebogeng

AU - Oloidi, Frances Jumoke

AU - Amanambu, Ogechukwu Vivian

AU - Umeano, Blessing Chisom

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.

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School Engagement of Undergraduate History students: Effect of REBT intervention

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Keywords

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