Rational emotive intervention for stress management among english education undergraduates: Implications for school curriculum innovation.

Autor:	Igbokwe UL; Department of Arts Education., Onyechi KCN; Department of Educational Foundations., Ogbonna CS; Department of Arts Education., Eseadi C; Department of Educational Foundations., Onwuegbuchulam AC; Institute of Education, University of Nigeria Nsukka, Enugu State., Nwajiuba CA; Faculty of Education., Ugodulunwa CC; Faculty of Education., Eze A; Faculty of Education., Omaeze K; Department of Arts Education., Patrick CP; Department of Arts Education., Ekechukwu LE; Faculty of Education., Egbe CI; Department of Arts Education., Nnachi RA; Faculty of Management and Social Sciences, Alex Ekwueme Federal University Ndufu-Alike Ikwo, Ebonyi State, Nigeria., Anyaegbunam EN; Faculty of Management and Social Sciences, Alex Ekwueme Federal University Ndufu-Alike Ikwo, Ebonyi State, Nigeria.
Jazyk:	angličtina
Zdroj:	Medicine [Medicine (Baltimore)] 2019 Oct; Vol. 98 (40), pp. e17452.
DOI:	10.1097/MD.0000000000017452
Abstrakt:	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.
Databáze:	MEDLINE
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