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Tytuł:
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School-based intervention for academic stress management and school adjustment among industrial technical education students: Implications for educational administrators.
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Autorzy:
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Ogakwu NV; Department of Educational Foundations, University of Nigeria, Nsukka, Nigeria.
Ede MO; Department of Educational Foundations, University of Nigeria, Nsukka, Nigeria.
Agu PU; Department of Educational Foundations, University of Nigeria, Nsukka, Nigeria.
Manafa I; Department of Educational Foundations, Chukwuemeka Odumegwu Ojukwu University, Anambra State, Nigeria.
Ezeaku F; Department of Educational Foundations, University of Nigeria, Nsukka, Nigeria.
Onah SO; Department of Sociology and Anthropology, University of Nigeria, Nsukka, Nigeria.
Okereke GKO; Department of Industrial Technical Education, Faculty of Vocational and Teacher Education, University of Nigeria, Nsukka, Nigeria.
Omeke FC; Department of Educational Foundations, University of Nigeria, Nsukka, Nigeria.
Agbigwe IB; Department of Educational Foundations, University of Nigeria, Nsukka, Nigeria.
Oneli JO; Teleo Network International School of Theology, Pastoral Ministry Grace Training International Bible Institute, Gambia.
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Źródło:
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Medicine [Medicine (Baltimore)] 2023 Jan 13; Vol. 102 (2), pp. e32547.
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Typ publikacji:
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Journal Article
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Język:
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English
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Imprint Name(s):
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Original Publication: Hagerstown, Md : Lippincott Williams & Wilkins
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MeSH Terms:
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Cognitive Behavioral Therapy*/methods
Educational Personnel*
Humans ; Adaptation, Psychological ; Schools ; Students
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References:
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Entry Date(s):
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Date Created: 20230113 Date Completed: 20230117 Latest Revision: 20230118
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Update Code:
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20240105
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PubMed Central ID:
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PMC9839277
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DOI:
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10.1097/MD.0000000000032547
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PMID:
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36637922
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Background: The high level of academic stress and maladjustment in the school environment led to this study to investigate the management of academic stress and school adjustment among university students using rational emotive behavioral therapy.
Methods: The study adopted a pretest-posttest control group design. A total of 97 students participated in the study and were measured using an academic stress scale and academic adjustment scale at 3 points.
Results: The results of the multivariate statistics indicated the improvement in the management of academic stress and academic adjustment among Industrial Technical Education students following their participation in the rational emotive behaviour therapy (REBT) treatment and those in the waitlisted control group (WCG) at 3 points. After the treatment, a second assessment shows that the REBT treatment had a significant effect on improvement in academic stress management and academic adjustment among Industrial Technical Education students and was subsequently sustained at follow-up assessment. It was also found that there is no interaction effect of groups and gender.
Conclusion: This study suggests that the reduction in academic stress and improvement in the academic adjustment were due to exposure to rational emotive behavioral therapy. Therefore, school counselors should reach out to students that experiencing a high degree of stress and maladjustment and assist them using rational emotive behavioral therapy.
Competing Interests: The authors have no funding and conflicts of interest to disclose.
(Copyright © 2023 the Author(s). Published by Wolters Kluwer Health, Inc.)
