RESUMEN
BACKGROUND: This study explored how cognitive restructuring (CR) and cognitive exposure therapy (CET) impacted test anxiety in chemistry students from Nsukka, Enugu State. Three research questions and hypotheses guided the investigation. METHOD: A quasi-experimental design with a pretest, posttest, and 2 experimental groups was employed. The study involved 154 SSII chemistry students from 4 purposefully chosen schools within Nsukka. The Chemistry Test Anxiety Scale, Cognitive Restructuring Chemistry Treatment Package, and Cognitive Exposure Chemistry Treatment Package served as the data collection instruments. The Chemistry Text Anxiety Scale's internal consistency, measured by Cronbach alpha, was found to be 0.86, indicating good reliability. Descriptive statistics (mean and standard deviation) addressed the research questions, while Analysis of Covariance tested the hypotheses at a 0.05 significance level. RESULTS: Results showed that the students who were exposed to CR therapy had pretest mean test anxiety score of MÌâ =â 78.31, standard deviation (SD)â =â 8.63 and posttest mean test anxiety of mean [M]â =â 27.06, SDâ =â 5.71, while those exposed to cognitive exposure had a pretest mean test anxiety score of Mâ =â 77.39, SDâ =â 8.68 and a posttest mean test anxiety score of Mâ =â 32.62, SDâ =â 11.04. The reduction in text anxiety scores of -51.25 and -44.77 for the students exposed to CR and cognitive exposure respectively. The students exposed to CR therapy had lesser posttest mean test anxiety score than those exposed to CET. The results revealed that students receiving CR therapy displayed lower posttest anxiety scores compared to those receiving CET. Additionally, no significant interaction between treatment and gender on test anxiety was found. CONCLUSION: It was concluded that CR therapy is better than CET in the management of test anxiety among chemistry students. Based on these findings, it was recommended that cognitive behavioral therapists should be invited periodically to educate students on the negative effects of irrational thoughts on academic performance.
Asunto(s)
Terapia Cognitivo-Conductual , Estudiantes , Ansiedad ante los Exámenes , Humanos , Femenino , Masculino , Terapia Cognitivo-Conductual/métodos , Estudiantes/psicología , Adolescente , Ansiedad ante los Exámenes/terapia , Ansiedad ante los Exámenes/psicología , Instituciones Académicas , Terapia Implosiva/métodos , Terapia Implosiva/educación , Reproducibilidad de los Resultados , Ansiedad/terapia , Resultado del TratamientoRESUMEN
BACKGROUND: This study determined the effects of rational emotive occupational health coaching on the management of work stress among academic staff of science and social science education in south east Nigerian universities. METHOD: A randomized controlled trial experimental design was adopted for the study with a sample size of 63 participants who were randomized into an intervention group (nâ=â32) and control group (nâ=â31). Occupational stress index and perceived stress scale were used for data collection. The intervention program was administered for 12âweeks after which posttest was administered and a 2-month follow-up measure followed. Mixed-design repeated analysis of variance was used to determine the within-groups and between-groups effects. RESULTS: The findings of the study revealed that there was no significant difference between the baseline, and the nonintervention group did not change over time in their management of work stress. However, the mean stress of the intervention group decreased over time than that of the control group. CONCLUSION: Rational emotive occupational health coaching had significant effects on the management of work stress among academic staff of science and social science education.
Asunto(s)
Terapia Cognitivo-Conductual/organización & administración , Docentes/psicología , Tutoría/organización & administración , Estrés Laboral/terapia , Adulto , Femenino , Humanos , Masculino , Nigeria , Salud Laboral , Ciencia/educación , Ciencias Sociales/educación , Universidades , Adulto JovenRESUMEN
BACKGROUND: Extensive review of literature showed that no available study in Nigeria has explored the impact of cognitive behavior therapy (CBT) on the management of occupational stress among open and distance learning (ODL) centers science and social science education facilitators. Thus, this study determined the impacts of CBT on the management of occupational stress among science and social science education facilitators in ODL centers in South-South Nigeria. METHODS: A randomized controlled trial experimental design was adopted for the study with a sample size of 68 science and social science education facilitators in ODL centers in South-South states, Nigeria. Perceived stress scale (PSS) and Occupational stress index (OSI) were used for data collection. Using Cronbach alpha method, internal consistency reliability indices of 0.81 and 0.85 for PSS and OSI respectively were obtained in the Nigerian context. A 12-week cognitive behavior therapy intervention was conducted after which the participants in both the intervention group and the non-intervention group were administered posttest, while a follow-up assessment was administered after 2 months. Data collected were analyzed using mixed-design repeated-measures analysis of variance for the within-groups and between-groups effects. RESULTS: It was found that CBT intervention led to a significant decrease in the occupational stress among science and social science education facilitators in ODL in the South-South region of Nigeria. CONCLUSION: Cognitive behavior therapy is effective in the management of occupational stress among science and social science education facilitators in distance learning centers.