Perceptions Underlying Addictive Technology Use Patterns: Insights for Cognitive-Behavioural Therapy

Use of cognitive-behavioral career coaching to reduce work anxiety and depression in public employees

BACKGROUND

Public employees worldwide are increasingly concerned about work anxiety and depression. Cognitive-behavioral career coaching has emerged as a promising strategy for addressing these mental health disorders, which can negatively impact on a person's overall well-being and performance.

AIM

To examine whether cognitive-behavioral career coaching reduces work anxiety and depression among Nigerian public employees.

METHODS

A total of 120 public employees (n = 60) suffering from severe anxiety and depression were randomly assigned to the treatment or control groups in this study. Cognitive behavioral coaching was provided twice a week to those in the treatment group, whereas no treatment was given to those in the control group. As part of the study, the Hamilton Anxiety Rating Scales and Beck Depression Inventory were used to collect data.

RESULTS

Analysis of covariance of the data from participants indicates a significant effect of cognitive-behavioral career coaching on work anxiety and depression.

CONCLUSION

Insights into the underlying mechanisms by which cognitive behavior career coaching exerts its effects have been gained from this study. Also, the study has gathered valuable data that can inform future practice and guide the development of strategies for supporting mental health at work.

The causalities between learning burnout and internet addiction risk: A moderated-mediation model

This study explored how self-control and eudaimonic orientation are associated with learning burnout and internet addiction risk (IAR). Our results demonstrate that learning burnout has a significant and positive impact on IAR. The impulse system and control system play parallel mediating roles in the relationship between learning burnout and IAR. The relationship between learning burnout and IAR is moderated by eudaimonic orientation. Finally, the mediating role of the impulse system on learning burnout and IAR is moderated by eudaimonic orientation. With these findings, our study clarifies the mediating roles of the impulse system and control system in learning burnout and IAR and the moderating effects of hedonic orientation and eudaimonic orientation. Our study not only offers a new perspective for IAR research but also has practical implications for intervening in middle school students' IAR.