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Messina I, Rossi T, Bonaiuto F, Granieri G, Cardinali P, Petruccelli I, Maniglio R, Loconsole C, Spataro P. Group psychological counseling to contrast academic burnout: a research protocol for a randomized controlled trial. Front Psychol 2024; 15:1400882. [PMID: 39144601 PMCID: PMC11322139 DOI: 10.3389/fpsyg.2024.1400882] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/14/2024] [Accepted: 07/15/2024] [Indexed: 08/16/2024] Open
Abstract
Academic burnout is a condition characterized by exhaustion, cynicism, a distant attitude toward studying, and diminished self-efficacy in academic activities. Preliminary scientific findings indicate that interventions designed to alleviate work burnout also hold promise for mitigating academic burnout, however clear evidence based on randomized controlled trials is still missing. This research protocol describes a randomized controlled trial aimed at evaluating the efficacy of an online group psychological intervention to contrast academic burnout. Participants with high levels of burnout will be assigned to a psychological counseling group or a waiting list control group. The research comprises several phases: (T0) Screening, Recruitment, and Randomization; (T1) Baseline assessment (pre-intervention); (T2) Outcome Assessment (post-intervention); and (T3) Follow-up Assessment (3 months post-intervention). The primary outcomes include burnout symptoms, general wellbeing, and academic achievement. Additionally, secondary variables such as effort-reward imbalances, satisfaction/frustration of basic psychological needs, intrapersonal and interpersonal emotion regulation, coping strategies, and social support will be examined. The psychological intervention strategies will encompass psychoeducation, self-awareness enhancement, cognitive restructuring, and promotion of social support. This research protocol is an initial step toward evidence-based psychological interventions to treat academic burnout.
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Affiliation(s)
- Irene Messina
- Faculty of Social and Communication Sciences, Mercatorum University, Rome, Italy
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Chinweuba NH, Chigbu BC, Aham AC, Onyi IE, Ezeugo NC, Anakpua BC, Enebechi RI, Kalu IA, Eze NJ, Ugwuanyi CS. Management of work stress among arts and science school administrators in Nigeria using rational emotive occupational health coaching: A randomized controlled trial evaluation. Medicine (Baltimore) 2024; 103:e38135. [PMID: 38758905 PMCID: PMC11098203 DOI: 10.1097/md.0000000000038135] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 12/07/2023] [Accepted: 03/29/2024] [Indexed: 05/19/2024] Open
Abstract
BACKGROUND The working circumstances of the administrators are appalling due to the nature of education in Nigeria. These administrators put in a lot of overtime to fulfill the expectations of their positions, which stresses them out. But there is no information in the literature about how administrators of science schools deal with their demanding environments. Therefore, the aim of this study was to evaluate how administrators of secondary scientific schools in the Southeast could manage work-related stress by using rational and emotive occupational health coaching. METHODS A randomized controlled trial (RCT) experimental design was used for the investigation, with 106 people divided into 2 groups-one for the intervention and one for the control. A selection of these participants came from southeast Nigerian special scientific schools. The Occupational Stress Index (OSI) and the Perceived Stress Scale (PSS) served as the foundation for our data collection procedure. A posttest was given following the 12-week intervention, and then there was a 2-month follow-up assessment. Repeated analysis of variance (ANOVA) was utilized to ascertain the effects both within and across groups. RESULTS It was revealed that rational emotive occupational health coaching had significant effect on the management of work stress among southeast secondary arts and science school administrators, F (2, 208) = 1452.484, P = <.050, ŋ2 = .933, and F (1, 104) = 18076.988, P = <.050, ŋ2 = .994). CONCLUSION The management of work stress among southeast secondary arts and science school administrators was significantly improved through rational emotive occupational health coaching.
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Affiliation(s)
| | | | - Assumpta C. Aham
- Department of Science Education, University of Nigeria, Nsukka, Nigeria
| | - Ifeoma E. Onyi
- Department of Science Education, University of Nigeria, Nsukka, Nigeria
| | | | - Blessing C. Anakpua
- Department of Science Education, Alex Ekwueme Federal University, Ndufu-Alike, Ebonyi State, Nigeria
| | | | - Ijeoma Awa Kalu
- Department of Educational Foundations, Alex Ekwueme Federal University, Ndufu-Alike, Ebonyi State, Nigeria
| | - Nneka Justina Eze
- Department of Linguistics, Foreign and Nigerian Languages, National Open University of Nigeria, Abuja, Nigeria
| | - Christian Sunday Ugwuanyi
- Department of Science Education, University of Nigeria, Nsukka, Nigeria
- University of the Free State, South Africa
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van de Leur JC, Jovicic F, Åhslund A, McCracken LM, Buhrman M. Psychological Treatment of Exhaustion Due to Persistent Non-Traumatic Stress: A Scoping Review. Int J Behav Med 2024; 31:175-191. [PMID: 37308772 PMCID: PMC11001660 DOI: 10.1007/s12529-023-10185-y] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 05/14/2023] [Indexed: 06/14/2023]
Abstract
BACKGROUND Exhaustion due to persistent non-traumatic stress (ENTS) is a significant health problem with substantial personal, social, and economic impact. While there are increasing studies of ENTS, there is no international agreement on how it should be diagnosed and treated. This scoping review aimed to map definitions, diagnoses, treatments, outcome measures, and outcomes in psychological treatment studies of ENTS. A further aim was to assess the quality of the treatments and map what change processes are described within ENTS interventions. METHODS A PRISMA-guided scoping review of psychological treatment studies delivered in a clinical setting for ENTS was conducted using the databases of PubMed, PsycINFO, and CINAHL. RESULTS Of the 60 studies included, the majority (87%) stemmed from Europe. The most recurrent term for ENTS was burnout, and the diagnosis most often utilized was exhaustion disorder. Several treatments were reported, the most frequent being cognitive behavioral therapy (CBT) (68%). Statistically significant outcomes relevant to ENTS were reported in 65% (n = 39) of the studies, with effect sizes between 0.13 and 1.80. In addition, 28% of the treatments were rated as high quality. The most frequent change processes described were dysfunctional sleep, avoidance, behavioral activation, irrational thoughts and beliefs, worry, perceived competence/positive management, psychological flexibility, and recuperation. CONCLUSIONS While several treatments based on CBT show promising results for ENTS, there do not seem to be any uniformly established methods, theoretical models, or change processes. Instead of adopting a monocausal, syndromal, and potentially bio-reductionist perspective on ENTS, a process-based approach to treatment is encouraged.
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Affiliation(s)
- Jakob Clason van de Leur
- Department of Psychology, Uppsala University, Box 1225, 751 42, Uppsala, Sweden.
- PBM Globen Rehab, Arenavägen 27, 121 77, Johanneshov, Sweden.
| | - Filip Jovicic
- Department of Psychology, Uppsala University, Box 1225, 751 42, Uppsala, Sweden
- Capio Centrum För Smärta Och Utmattning, Krukmakargatan 37A, 118 51, Stockholm, Sweden
| | - Andreas Åhslund
- Capio Centrum För Smärta Och Utmattning, Krukmakargatan 37A, 118 51, Stockholm, Sweden
| | - Lance M McCracken
- Department of Psychology, Uppsala University, Box 1225, 751 42, Uppsala, Sweden
| | - Monica Buhrman
- Department of Psychology, Uppsala University, Box 1225, 751 42, Uppsala, Sweden
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Vita-Agundu UC, Eseadi C, Obasuyi HU, Sewagegn AA, Amedu AN. Assessment of stress management coaching among Nigerian pre-service history teachers: A randomized controlled study. Medicine (Baltimore) 2022; 101:e30999. [PMID: 36221431 PMCID: PMC9542752 DOI: 10.1097/md.0000000000030999] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/21/2022] Open
Abstract
BACKGROUND Studies have found that pre-service teachers commonly face stressful circumstances that prevent them from completing their academic tasks effectively. In terms of psychological factors and interventions, pre-service history teachers in Nigeria are the least studied group. The objective of this study was to investigate the effect of stress management coaching among Nigerian pre-service history teachers. METHODS The research participants consisted of a randomized sample of 109 pre-service history teachers from Nigerian public higher education institutions (55 pre-service history teachers composed the stress management coaching group while 54 pre-service history teachers composed the waitlist control group). The stress management coaching for the pre-service history teachers was guided by a coaching manual created using the theoretical framework of rational emotive behavior coaching. RESULTS Pre-service history teachers who participated in stress management coaching showed significantly reduced stress levels at the post-test and follow-up. There was an interaction effect between group and time on the stress of pre-service history teachers. CONCLUSION The study suggests that pre-service history teachers can benefit from a stress management coaching intervention that uses the rational emotive behavior coaching approach. The development of this form of stress management coaching program on a large scale among pre-service history teachers could prove beneficial to their academic and personal success. Studies may be conducted in the future to examine the stress of history teachers in colleges and the efficacy of stress management coaching.
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Affiliation(s)
| | - Chiedu Eseadi
- Department of Educational Psychology, University of Johannesburg, South Africa
| | | | - Abatihun Alehegn Sewagegn
- Department of Educational Psychology, University of Johannesburg, South Africa
- Institute of Education and Behavioral Science, Debre Markos University, Debre Markos, Ethiopia
- *Correspondence: Abatihun Alehegn Sewagegn, Institute of Education and Behavioral Science, Debre Markos University, Debre Markos, Ethiopia (e-mail: )
| | - Amos Nnaemeka Amedu
- Department of Social Science Education, University of Nigeria, Nsukka, Nigeria
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Ugwoke RO, Ugwoke OV, Onyeanu EO, Ajayi TA. Examining a Psychological Intervention Dataset on Entrepreneurial Attitudes of Undergraduate Accounting Students. Front Psychol 2022; 13:948978. [PMID: 35967658 PMCID: PMC9374005 DOI: 10.3389/fpsyg.2022.948978] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/20/2022] [Accepted: 06/20/2022] [Indexed: 11/13/2022] Open
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Ugwoke RO, Onyeanu EO, Ugwoke OV, Ajayi TA. Evaluating Coaching Intervention for Financial Risk Perception and Credit Risk Management in a Nigerian Sample. Front Psychol 2022; 13:962855. [PMID: 35865685 PMCID: PMC9294733 DOI: 10.3389/fpsyg.2022.962855] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/06/2022] [Accepted: 06/20/2022] [Indexed: 11/13/2022] Open
Abstract
There is no doubt that a negative perception of financial risk and a lack of credit risk management adversely impact business growth and business owners’ wellbeing. Past studies suggest that most Nigerian traders have poor risk perceptions and manage risk poorly. A business coaching program within rational-emotive behavior therapy framework (REBT-based business coaching) was evaluated in order to determine its effects on financial risk perception and credit risk management among Nigerian traders. This study used an open-label parallel randomized control design. This 8-weeks coaching program had 60 traders in the REBT-based business coaching group and 59 traders in the control group. The mixed-model repeated measures ANOVA was utilized for analysis of the study data. Results show that relative to a control group, traders’ financial risk perception [F(1.09,127.15) = 637.29, p < 0.001, ω2 = 0.69] and credit risk management [F(1.55,181.22) = 795.51, p < 0.001, ω2 = 0.80] significantly improved after participating in REBT-based business coaching program. This study shows that REBT-based business coaching program is integral to increasing financial risk perception and credit risk management among Nigerian traders. This study contributes to the advancement of business coaching program within the rational-emotive behavior therapy framework for market traders, and its application in similar situations. The study considered the benefits of business coaching program for market traders from a developing country, which is a rarely studied group. It is highly recommended that professionals study the relationship between REBT-based business coaching and economic decision-making within various organizational contexts.
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Oloidi FJ, Sewagegn AA, Amanambu OV, Umeano BC, Ilechukwu LC. Academic burnout among undergraduate history students: Effect of an intervention. Medicine (Baltimore) 2022; 101:e28886. [PMID: 35363205 PMCID: PMC9282037 DOI: 10.1097/md.0000000000028886] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 02/05/2021] [Accepted: 02/03/2022] [Indexed: 01/04/2023] Open
Abstract
BACKGROUND This study aimed to examine the effect of an online psychological intervention on academic burnout of undergraduate history students in Nigeria. METHOD The sample for the study consists of burned-out undergraduate history students selected randomly from public universities. A total of 18 undergraduate history students with moderate to high burnout symptoms were randomly allocated to the online intervention group, while 17 were randomly assigned to the waitlist control group. RESULTS The use of online rational emotive behavior therapy (online REBT) effectively reduced academic burnout and sustained this significant reduction among Nigerian undergraduate history students compared with a waitlist control condition. CONCLUSION Online rational emotive behavior therapy intervention delivered to undergraduate history students brought about a significant decrease in academic burnout. Further studies should expand the benefits of online psychological intervention for burnout treatment among Nigerian undergraduate history students.
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Affiliation(s)
- Frances Jumoke Oloidi
- Department of History and International Studies, University of Nigeria, Nsukka, Nigeria
| | - Abatihun Alehegn Sewagegn
- Institute of Education and Behavioral Science, Debre Markos University, Debre Markos, Ethiopia
- Department of Educational Psychology, University of Johannesburg, Johannesburg, South Africa
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Ugwuanyi CS, Okeke CIO, Ekwueme UH. Management of work stress in science education lecturers' population using rational emotive occupational health coaching: Implication for educational evaluators. JOURNAL OF COMMUNITY PSYCHOLOGY 2021; 49:2517-2531. [PMID: 34269427 DOI: 10.1002/jcop.22667] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/25/2021] [Revised: 06/26/2021] [Accepted: 06/30/2021] [Indexed: 06/13/2023]
Abstract
INTRODUCTION Nigerian university lecturers face a lot of works in the day-to-day discharge of their responsibilities as academics. This constitutes a lot of stress for them as documented in the literature. However, literature is scarce on how these lecturers manage their work stress. Thus, the researchers explored the efficacy of rational emotive occupational health coaching (REOHC) on the management of work stress among lecturers. METHOD A randomised controlled trial group experimental research design was adopted using a sample size of 84 lecturers in Science Education Departments of the sampled universities. An occupational stress index was used in the gathering of necessary data for the study. The REOHC treatment lasted for 12 weeks after which the participants were posttested and a follow-up measure followed after 3 months of the termination of the treatment. Repeated measures analysis of variance statistical approach was used to analyse the obtained data. RESULTS It was revealed that REOHC was significantly (p < 0.05) effective in the management of work stress in a population of science education lecturers in Nigeria. CONCLUSION REOHC enables science education lecturers to effectively manage their work stress to maximise their work outputs. This finding implicates the expertise of Educational Evaluators.
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Affiliation(s)
- Christian S Ugwuanyi
- School of Education Studies, Faculty of Education, University of the Free State, Bloemfontein, South Africa
- Department of Science Education, University of Nigeria, Nsukka, Nigeria
| | - Chinedu I O Okeke
- School of Education Studies, Faculty of Education, University of the Free State, Bloemfontein, South Africa
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Ene CU, Ugwuanyi CS, Ejimonye JC, Ani MI, Eneogu ND, Ikeh FE, Eya NM, Oguguo BC, Ibenegbu QO, Odionye N, Monday S, Nji I, Kalu IA, Eze BA, Ugwu FC, Nwachukwu VN. Effects of rational emotive occupational health coaching on work stress among academic staff of science and social science education in Nigerian universities: A randomised trial evaluation. Medicine (Baltimore) 2021; 100:e26963. [PMID: 34449461 PMCID: PMC8389868 DOI: 10.1097/md.0000000000026963] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 09/02/2020] [Revised: 04/22/2021] [Accepted: 07/28/2021] [Indexed: 01/04/2023] Open
Abstract
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 (n = 32) and control group (n = 31). Occupational stress index and perceived stress scale were used for data collection. The intervention program was administered for 12 weeks 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.
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Affiliation(s)
- Catherine U. Ene
- Department of Science Education, Faculty of Education, University of Nigeria, Nsukka
| | - Christian S. Ugwuanyi
- Department of Science Education, Faculty of Education, University of Nigeria, Nsukka
- School of Education Studies, Faculty of Education, University of the Free State, Bloemfontein, South Africa
| | - Jovita C. Ejimonye
- Department of Social Science Education, Faculty of Education, University of Nigeria, Nsukka
| | - Mercy I. Ani
- Department of Educational Foundations, Faculty of Education, Alex Ekwueme Federal University Ndufu Alike Ikwo, Ebonyi State, Nigeria
| | - Njideka D. Eneogu
- Department of Social Science Education, Faculty of Education, University of Nigeria, Nsukka
| | - Francis E. Ikeh
- Department of Social Science Education, Faculty of Education, University of Nigeria, Nsukka
| | - Ngozi M. Eya
- Department of Science Education, Faculty of Education, University of Nigeria, Nsukka
| | - Basil C. Oguguo
- Department of Science Education, Faculty of Education, University of Nigeria, Nsukka
| | | | - Nonye Odionye
- Department of Science Education, Faculty of Education, University of Nigeria, Nsukka
| | - Samson Monday
- Department of Social Science Education, Faculty of Education, University of Nigeria, Nsukka
| | - Ifeyinwa Nji
- Department of Social Science Education, Faculty of Education, University of Nigeria, Nsukka
| | - Ijeoma A. Kalu
- Department of Educational Foundations, Faculty of Education, Alex Ekwueme Federal University Ndufu Alike Ikwo, Ebonyi State, Nigeria
| | - Beatrice A. Eze
- Department of Educational Foundations, Faculty of Education, Alex Ekwueme Federal University Ndufu Alike Ikwo, Ebonyi State, Nigeria
| | - Felicia C. Ugwu
- Department of Science Education, Faculty of Education, University of Nigeria, Nsukka
| | - Victor N. Nwachukwu
- Department of Library and Information Science, Faculty of Education, University of Nigeria, Nsukka
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Okereke GKO, Omeje HO, Nwaodo SI, Chukwu DU, Asogwa JO, Obe PI, Uwakwe RC, Uba MBI, Edeh NC. Reducing Burnout among Building Construction and Mechanical Trade Artisans: The Role of Rational Emotive Behaviour Intervention. JOURNAL OF RATIONAL-EMOTIVE AND COGNITIVE-BEHAVIOR THERAPY 2021. [DOI: 10.1007/s10942-021-00399-y] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
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Iremeka FU, Eseadi C, Ezenwaji C, Ezenwaji IO, Okide CC, Ogbonna CS, Onwuchekwe SI. Effect of School-based Rational-Emotive Behaviour Program on Burnout Among Adult Learners: Moderating Influence of Participants' Demographic Variables. JOURNAL OF RATIONAL-EMOTIVE AND COGNITIVE-BEHAVIOR THERAPY 2021. [DOI: 10.1007/s10942-021-00393-4] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
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Tang L, Zhang F, Yin R, Fan Z. Effect of Interventions on Learning Burnout: A Systematic Review and Meta-Analysis. Front Psychol 2021; 12:645662. [PMID: 33716914 PMCID: PMC7952745 DOI: 10.3389/fpsyg.2021.645662] [Citation(s) in RCA: 18] [Impact Index Per Article: 6.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/23/2020] [Accepted: 02/08/2021] [Indexed: 01/08/2023] Open
Abstract
Objectives: This study aimed to provide a comprehensive understanding of all intervention for learning burnout by meta-analyzing their effects. Methods: Relevant studies that had been published up to September 18, 2020, were identified through a systematic search of the PubMed, Web of Science, the China National Knowledge Infrastructure (CNKI), and Wan Fang databases. Eligible studies included randomized control trials of any learning burnout intervention conducted among students. The Jadad scale was used to evaluate the quality of the study. Random-effect meta-analyses, subgroup analyses, meta-regression analysis, and sensitivity analysis were conducted. Funnel plots and Egger's tests were used to evaluate publication bias. Duval and Tweedie's non-parametric trim-and-fill method was used to adjust the effect of publication bias. Results: Of the 5,245 articles found, 39 met the inclusion criteria for the systematic review. There were 3,400 students, including 1,847 students in the intervention group and 1,553 in the control group. A meta-analysis of 44 studies showed that the interventions were effective. Subgroup analyses were conducted according to education, scales, intervention measures, and intervention time. The results showed that, compared with the control group, the learning burnout scores of undergraduates, secondary vocational students, and middle school students were significantly lower. Based on different scales, all interventions were also effective. The funnel plot was asymmetric and consistent with the results of Egger's test. The trim-and-fill method was used, and seven missing studies were merged to obtain a symmetric funnel plot. Conclusions: This meta-analysis indicated that learning burnout interventions are effective. The subgroup analyses showed that group counseling is the most widely used, exercise intervention is probably the most effective, and 8 weeks or more is the appropriate intervention time. An integrated intervention study based on the factors of learning burnout adds value. More studies are needed to supplement the results in the future.
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Affiliation(s)
- Lei Tang
- School of Public Health and Management, Research Center for Medicine and Social Development, Collaborative Innovation Center of Social Risks Governance in Health, Chongqing Medical University, Chongqing, China
| | - Fan Zhang
- School of Public Health and Management, Research Center for Medicine and Social Development, Collaborative Innovation Center of Social Risks Governance in Health, Chongqing Medical University, Chongqing, China
| | - Ruoyun Yin
- School of Public Health and Management, Research Center for Medicine and Social Development, Collaborative Innovation Center of Social Risks Governance in Health, Chongqing Medical University, Chongqing, China
| | - Zhaoya Fan
- School of Public Health and Management, Research Center for Medicine and Social Development, Collaborative Innovation Center of Social Risks Governance in Health, Chongqing Medical University, Chongqing, China
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Bakare J, Omeje HO, Yisa MA, Orji CT, Onyechi KCN, Eseadi C, Nwajiuba CA, Anyaegbunam EN. Investigation of burnout syndrome among electrical and building technology undergraduate students in Nigeria. Medicine (Baltimore) 2019; 98:e17581. [PMID: 31626127 PMCID: PMC6824687 DOI: 10.1097/md.0000000000017581] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 02/06/2023] Open
Abstract
BACKGROUND The investigation of burnout among undergraduate students is yet to receive the same amount of attention as burnout in employees. Despite the negative effects of burnout among students, there is dearth of literature on burnout problem among electrical and building technology undergraduate students. Therefore, this study aimed to determine the burnout levels and the effect of rational-emotive behavior therapy (REBT) on symptoms of burnout among electrical and building technology undergraduate students in South-East zone of Nigeria. METHOD A group randomized trial design involving a treatment group versus no-treatment group was adopted for this study. One hundred fifty four undergraduate students of electrical and building technology who met the study's inclusion criteria were selected from public universities in the South-East zone of Nigeria. The intervention consisted of 10 weeks of REBT treatment and 8 weeks of follow-up meetings conducted at 4 months. A self-report questionnaire was used for data collection. Repeated-measures analysis of variance, paired sample t test, and Chi-Squared were used for data analysis. RESULTS The outcome indicated that the levels of burnout syndrome among the students are high and REBT had a significant effect on the symptoms of burnout syndrome among the electrical and building technology students in the treatment group compared to their counterparts in the no-treatment group. Finally, the positive gains were significantly maintained by the treatment group at follow-up. CONCLUSION The current study suggests that an REBT program can be effective for dealing with burnout syndrome among the population of undergraduate students of electrical and building technology in Nigeria.
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Affiliation(s)
- Jimoh Bakare
- Faculty of Vocational and Technical EducationEnugu
| | | | | | | | | | - Chiedu Eseadi
- Faculty of Education, University of Nigeria Nsukka, Enugu State
| | | | - Emenike N. Anyaegbunam
- Faculty of Management and Social Sciences, Alex Ekwueme Federal University Ndufu-Alike Ikwo, Ebonyi State, Nigeria
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