This study draws on social cognitive career theory to test a moderated mediation model of self-employment preparatory behaviours in university students undertaking placement learning in a business organization (PLBO). Using time-lag data from 337 university students undertaking work placement in 123 business organizations, the study hypotheses were tested using PROCESS Macro 3.5. The results revealed that PLBO significantly influenced student self-employment self-efficacy, self-employment outcome expectations and self-employment preparatory behaviours. Also, self-employment self-efficacy and self-employment outcome expectations mediated the relationship between work placement learning and self-employment preparatory behaviours. However, placement supervisor support interacted with PLBO such that greater support from placement supervisors contributed to stronger self-employment preparatory behaviours. The placement learning supervisor support moderated the indirect effect of PLBO on self-employment preparatory behaviours via self-employment self-efficacy and self-employment outcome expectations at all levels (−1SD, Mean and +1SD).

The main objective of this paper is to investigate the mediating role of subjective career success (SCS) in the relationship between proactive personality, social support (SS), and pre-retirement anxiety. Using a two-wave longitudinal design, 624 pre-retirees were sampled (M = 56.49 years; SD = 4.56); of these, 237 (37.98%) were males and 387 (62.02%) were females. Measurement model and mediation test were performed using the SmartPLS and IBM SPSS Amos software. The result indicated that proactive personality, SS, and SCS showed negative relationships with the dimensions of pre-retirement anxiety (financial preparedness, social obligation, and social alienation). Subjective career success mediated the relationship between proactive personality and pre-retirement anxiety.

Background/Objectives: Neuro-developmental disorders impose a wide range of learning barriers on learners, increasing stress among their teachers. Evidence attests to the heightened stress among teachers teaching children with such conditions. This study tested the efficacy of blended Rational Emotive Behavior Therapy in reducing job stress among teachers of children with neuro-developmental disorders in Abia State, Nigeria. Method: The current study adopted a group-randomized waitlist control trial design with pretest, post-test, and follow-up assessments. Participants ( N = 83) included teachers of children with neuro-developmental disorders in inclusive and specialized schools. The blended Rational Emotive Behavior Therapy group participated in a 2 h intersession face-to-face and online Rational Emotive Behavior Therapy (REBT) program weekly for 12 weeks. Data were collected using the Single Item Stress Questionnaire, Teachers’ Stress Inventory, and Participants’ Satisfaction questionnaire. The waitlisted group also received a blended Rational Emotive Behavior Therapy intervention after all data collection. Data collected at baseline; post-test as well as follow-up 1 and 2 evaluations were analyzed using mean, standard deviation, t-test statistics, repeated measures analysis of variance, and charts. Results: Results revealed that the mean perceived stress, stress symptoms, and the total teachers’ stress score of the blended Rational Emotive Behavior Therapy group at post-test and follow-up assessments reduced significantly, compared to the waitlisted group. Participants also reported a high level of satisfaction with the therapy and procedures. Conclusion: From the findings of this study, we conclude that blended Rational Emotive Behaviour Therapy is efficacious in occupational stress management among teachers of children with neuro-developmental disorders.

This study investigated the eating habits of pupils in Nigerian primary schools based on the respective education levels of their parents. Data were obtained using the Child Eating Behavior Questionnaire (CEBQ). Participants included a total of 144 pupils who were purposively selected from 6 primary schools. Based on responses, a cross-sectional analytic study design was implemented to investigate how parental education levels (PELs) influenced the eating habits of their children. Data assessment was performed using a one-way between-group analysis of variance at the .05 probability level. PELs significantly affected the eating habits of participants, respectively. Specifically, low PEL was associated with more satiety responsiveness to food ( F [2, 141] = 14.251, P < .001), higher responsiveness to food ( F [2, 141] = 36.943, P = <.001) greater food enjoyment ( F [2, 141] = 93.322, P < .001), greater drinking desires ( F [2, 141] = 23.677, P < .001), and the tendency for emotional over-eating ( F [2, 141] = 13.428, P < .001), while high PEL was associated with slower eating ( F [2, 141] = 11.665, P < .001), fussier responses to food ( F [2, 141] = 14.865, P < .001), and a higher tendency for emotional under-eating ( F [2, 141] = 5.137, P < .01). This study examined PELs in relation to the respective eating habits of their children, who were attending Nigerian primary schools. Data showed that children with parents who had high, middle, and low education levels tended to exhibit progressively worse eating habits, in descending order.

IntroductionJob stress is highly prevalent in the workforce worldwide, and tends to threaten employees’ physical and mental wellbeing, reducing organizational outcomes. The negative impacts of workplace stress on academics have been found to disproportionately interfere with both institutional research productivity and students’ learning outcomes. This study analyzed data from a randomized control trial, to validate the effectiveness of cognitive behavioral therapy combined with yoga in treating job-related stress among lecturers from two Universities in South-East, Nigeria.MethodsParticipants included 93 academic staff members from two Federal Universities in Enugu and Ebonyi States in Nigeria. We assigned participants to Y-CBT (N = 46) and waitlist control (N = 47) groups using random sampling techniques. A 2-h Y-CBT program was delivered weekly for a period of 12 weeks. Two instruments were used to collect data for the study. Single Item Stress Questionnaire (SISQ) was employed to identify the potential participants, while the teachers’ Stress Inventory (TSI) was served for data collection at baseline, post-intervention, and follow-up tests. Mean, standard deviations, t-test, statistics, and repeated measures Analysis of Variance, were used to analyze data for the study.ResultsResults revealed that the perception of stressors and stress symptoms reduced significantly at post-test and follow-up assessments following Y-CBT intervention.Discussion and conclusionThe outcomes of this study support the prior that Y-CBT is valuable for harmonizing mind and body for a stable psychological state. The conclusion was that Y-CBT can minimize the perception of stressors and stress manifestation among university lecturers.