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Nwadi CL, Ede MO, Nwakpadolu GM, Okoro JO, Onu EA, Emeghebo UM, Ezeanwu AB, Ogbonna KA, Agu PU, Nkemjika O, Nwosu N, Okereke GK, Onah SO, Uba MBI, Obeagu EI. Impact of stress coping strategy in modifying perceptions of school stress among adult learners enrolled in Home Economics and Indigenous Textiles Education in Nigerian Universities. Medicine (Baltimore) 2024; 103:e37392. [PMID: 38518029 PMCID: PMC10956942 DOI: 10.1097/md.0000000000037392] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 10/13/2023] [Accepted: 02/06/2024] [Indexed: 03/24/2024] Open
Abstract
BACKGROUND/OBJECTIVE Studying some professions is so demanding that if not well managed it leads to severe stress, withdrawal, burnout, and other health-related problems. Hence, practical engagement and exhibition of catering, cooking, and home management are so tasking as they are time-consuming and very intensive. Many students in the specialties experience excess academic loads and internal and external demands. Given these, this study tested the impact of cognitive behavior coping strategy on school stress among adult learners enrolled in Home Economic and Indigenous Textile Education. METHODS A pretest-posttest randomized control group design was applied. Ninety-five students (43 [45.3%] males; 52 [54.7%] females) participated in the current study. Stress assessment was induced and then students were randomly allocated to the cognitive behavior coping strategy group and the waitlist conditions. Later, students on the waitlist received the cognitive behavior coping strategy contents. Data collected were analyzed using analysis of covariance. RESULTS Results showed that at pretest, there was no significant difference among the participants in the 2 groups as measured by Educational Stress Scale and Perceived Stress Scale scores. However, the post-intervention test result showed a long-term impact of cognitive behavior coping strategy in improving the management of school stress among students. CONCLUSION This study suggests that cognitive behavior coping strategy has a long-term impact on modifying the students' perception of school stress in a sample of adult learners enrolled in Home Economic and Indigenous Textile Education.
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Affiliation(s)
- Calister Lebechukwu Nwadi
- Department of Home Economics and Hospitality Management Education, University of Nigeria, Nsukka, Nigeria
| | - Moses Onyemaechi Ede
- Department of Educational Foundations, Faculty of Education, University of Nigeria, Nsukka, Enugu State, Nigeria
| | - Glory Mmachukwu Nwakpadolu
- Department of Agric/Vocational Education, College of Education, Michael Okpara University of Agriculture, Umudike, Abia State, Nigeria
| | - Joy Oluchukwu Okoro
- Department of Home Economics and Hospitality Management Education, University of Nigeria, Nsukka, Nigeria
| | - Eucharia Amaka Onu
- Department of Educational Foundations, Faculty of Education, University of Nigeria, Nsukka, Enugu State, Nigeria
| | - Udochukwu M. Emeghebo
- Department of Home Economics and Hospitality Management Education, University of Nigeria, Nsukka, Nigeria
| | - Amaka Bibian Ezeanwu
- Department of Home Economics and Hospitality Management Education, University of Nigeria, Nsukka, Nigeria
| | - Kingsley Asogu Ogbonna
- Department of Adult Education and Extra-Mural Studies, Faculty of Education, University of Nigeria, Nsukka, Enugu State, Nigeria
| | - Patricia U. Agu
- Department of Educational Foundations, Faculty of Education, University of Nigeria, Nsukka, Enugu State, Nigeria
| | - Ogechi Nkemjika
- Department of Adult Education and Extra-Mural Studies, Faculty of Education, University of Nigeria, Nsukka, Enugu State, Nigeria
| | - Nneka Nwosu
- Department of Educational Foundations, Faculty of Education, University of Nigeria, Nsukka, Enugu State, Nigeria
| | - Godwin Keres Okereke
- Department of Industrial and Technical Education, University of Nigeria, Nsukka, Nigeria
| | - Sebastian O. Onah
- Department of Sociology and Anthropology, University of Nigeria, Nsukka, Nigeria
| | - Mercy Benedette Ifeoma Uba
- Department of Guidance and Counselling, Faculty of Education, Alex Ekwueme Federal University Ndufu Alike, Ndufu Alike, Ebonyi State, Nigeria
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Nwakpadolu GM, Ede MO, Okoro JO, Nwadi CL, Akudo FU, Anigbogu GN, Ezeanwu AB, Edikpa EC, Nwadinobi VN, Oneli JO. Effect of psychological intervention in cushioning work-induced stress among secondary school home economics teachers: Implications for policy and administration. Medicine (Baltimore) 2024; 103:e37174. [PMID: 38428875 PMCID: PMC10906576 DOI: 10.1097/md.0000000000037174] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 09/30/2023] [Accepted: 01/17/2024] [Indexed: 03/03/2024] Open
Abstract
BACKGROUND/OBJECTIVE Work demands in the contemporary Nigerian work environment are a critical concern to many including occupational stress researchers. This informed the current study to investigate the effect of psychological intervention in cushioning teachers' stress in public secondary schools in Nigeria. METHODS A randomized control design was applied. The participants were 80 secondary school home economics teachers. They were randomized into 2 groups, that is, treatment and waitlisted arms. The former was designed as a 12-session cognitive behavior intervention while the latter was waitlisted and the members received theirs at the end of the study. Both group members were evaluated at the pretest, posttest, and follow-up test to understand the baseline of the problem, treatment outcome, and sustainability respectively. Perceived Stress Scale and Teacher irrational belief scale were used as test tools. Data from the 3-time tests were analyzed using multivariate statistic. RESULTS The main effect results showed a significant reduction in teachers' stress and irrational beliefs due to cognitive behavior intervention. The follow-up test results also indicate that the impactful benefit of cognitive behavioral intervention on job stress reduction was significantly sustained over time. Regarding the influence of gender, the result shows no significant influence of gender on teachers' job stress in schools. CONCLUSION This study suggests that cognitive behavior intervention can decrease work-induced stress among secondary school home economics teachers. Therefore, the management of schools is enjoined to deploy the services of cognitive behavior therapists to monitor the mood and mental health of teachers.
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Affiliation(s)
- Glory Mmachukwu Nwakpadolu
- Department of Agric/Vocational Education, College of Education, Michael Okpara University of Agriculture, Umudike, Abia State, Nigeria
| | - Moses Onyemaechi Ede
- Department of Educational Foundations, Faculty of Education, University of Nigeria, Nsukka, Nigeria
| | - Joy Oluchukwu Okoro
- Department of Home Economics and Hospitality Management Education, University of Nigeria, Nsukka, Nigeria
| | - Calister Lebechukwu Nwadi
- Department of Home Economics and Hospitality Management Education, University of Nigeria, Nsukka, Nigeria
| | - Florence Ukamaka Akudo
- Department of Educational Management and Policy, Faculty of Education, Nnamdi Azikiwe University, Awka, Anambra State, Nigeria
| | - Grace N. Anigbogu
- Department of Educational Foundations, Faculty of Education, University of Nigeria, Nsukka, Nigeria
| | - Amaka Bibian Ezeanwu
- Department of Home Economics and Hospitality Management Education, University of Nigeria, Nsukka, Nigeria
| | - Edith C. Edikpa
- Department of Educational Foundations, Faculty of Education, University of Nigeria, Nsukka, Nigeria
| | - Vera Nkiru Nwadinobi
- Department of Guidance and Counselling, Nnamdi Azikiwe University, Awka, Anambra State, Nigeria
| | - Joy Obiageli Oneli
- Teleo Network International School of Theology, Pastoral Ministry Grace Training International Bible Institute, Duluth, Gambia
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