Effectiveness of rational emotive behaviour therapy in the reduction of examination Anxiety among secondary school students in Edo State, Nigeria

Eifediyi, Gloria; Ojugo, Austine I.; Aluede, Oyaziwo

doi:10.1080/21507686.2017.1412329

Cited by 9 publications

(27 citation statements)

References 24 publications

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“…With the help of the REE exercise, adolescents can learn ways of rational thinking and their irrational beliefs can be reduced (Table 3). This finding is consistent with those of recent studies that demonstrated that REE can significantly decrease the irrational thinking of students of different ages as a preventive psychoeducational programme (Aihie & Igbineweka, 2018; Eifediyi et al, 2018; McCarthy et al, 2018; Ogbuanya et al, 2018). Children can acquire rational thinking skills via learning as well as through their biological tendencies (David et al, 2010).…”

Section: Discussionsupporting

confidence: 92%

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The effect of rational‐emotive education on irrational thinking, subjective wellbeing and self‐efficacy of typically developing students and social acceptance of disabled students

Kabasakal

Emıroğlu

2021

Child

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Aim This study aimed to assess the effects of rational‐emotive education on the rational thinking, subjective well‐being and self‐efficacy of typical students and their levels of social acceptance of disabled students in mainstream classrooms. Background Rational‐emotive education exercises can be important for eliminating typical students' problem behaviours, such as poor acceptance of disabled classmates, in mainstream classrooms. Method The study was conducted between 25 October 2017 and 17 January 2018 at two middle schools located in Ankara, Turkey. A quasi‐experimental design and nonequivalent control group were used. The research sample consisted of 212 typical students and 16 disabled students from the middle schools. A socio‐demographic questionnaire and the Irrational Beliefs Scale for Adolescents, Adolescent Subjective Well‐being Scale, General Self‐Efficacy Scale and Social Acceptance Scale were used to collect data. Students in the intervention group participated in a 12‐week rational‐emotive education programme. Results The results showed that, for the students who took part in the rational emotive‐education programme, there was a significant increase in subjective well‐being, self‐efficacy and social acceptance of peers with special needs, and a significant reduction in irrational beliefs, compared to those in the control group (p < 0.001). Social Validity Questionnaire, which was completed by the parents of the students with special needs to assess the social validity and the effects of the intervention, indicated that the rational‐emotive education programme provided a positive classroom atmosphere, which positively affected the disabled students. Conclusions The study results supported previous findings on rational‐emotive education, which has been adopted in Turkey and in the world as a humanistic approach. Rational‐emotive education can be used in mental and school health nursing to increase social acceptance of the disabled students, and to eliminate their social–emotional problems, and to create a positive classroom atmosphere for all students.

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Section: Discussionsupporting

confidence: 92%

“…When designing the training content, the practices of the Ministry of National Education's Guidance and Counseling Unit were taken into consideration. The module plan included the following main headings used in the literature (David et al, 2010; Dryden, 2013; Eifediyi et al, 2018; Ellis, 1980).…”

Section: Data Collection Formsmentioning

confidence: 99%

The effect of rational‐emotive education on irrational thinking, subjective wellbeing and self‐efficacy of typically developing students and social acceptance of disabled students

Kabasakal

Emıroğlu

2021

Child

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“…Our study is in line with a past study that students’ academic stress and exam anxiety were successfully decreased by the REBT therapy strategy. [ 55 ] Similarly, the outcome of another study demonstrated that REBT had a retention impact on the decrease of academic stress at follow-up. [ 56 ] The findings current study is in consonance with a previous study that reported participants in the intervention group experienced significantly less academic stress than those in the control group.…”

Section: Discussionmentioning

confidence: 98%

School-based intervention for academic stress management and school adjustment among industrial technical education students: Implications for educational administrators

et al. 2023

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Background: The high level of academic stress and maladjustment in the school environment led to this study to investigate the management of academic stress and school adjustment among university students using rational emotive behavioral therapy. Methods: The study adopted a pretest-posttest control group design. A total of 97 students participated in the study and were measured using an academic stress scale and academic adjustment scale at 3 points. Results: The results of the multivariate statistics indicated the improvement in the management of academic stress and academic adjustment among Industrial Technical Education students following their participation in the rational emotive behaviour therapy (REBT) treatment and those in the waitlisted control group (WCG) at 3 points. After the treatment, a second assessment shows that the REBT treatment had a significant effect on improvement in academic stress management and academic adjustment among Industrial Technical Education students and was subsequently sustained at follow-up assessment. It was also found that there is no interaction effect of groups and gender. Conclusion: This study suggests that the reduction in academic stress and improvement in the academic adjustment were due to exposure to rational emotive behavioral therapy. Therefore, school counselors should reach out to students that experiencing a high degree of stress and maladjustment and assist them using rational emotive behavioral therapy.

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“…Anxiety results from frustration, which affects the individual's personality and lifestyle. REBT focuses on disclosing the irrational thoughts resulting from negative and improper feelings, which are replaced by proper and rational alternatives (Egbochuku, 2008).…”

Section: Theoretical Framework and Literature Reviewmentioning

confidence: 99%

“…A test is a primary tool for measuring the university students' comprehension of the courses included in the academic programs. Test anxiety is an uncomfortable and unpleasant experience before, during, or after the test because of the individual's fear and horror (Egbochuku, 2008). The author contends that the issue gets more complicated at the university because it is a new stage that involves many new experiences, different methods of learning and evaluation, and curricula.…”

Section: Introductionmentioning

confidence: 99%

Effectiveness of a Rational Behavioral Emotive Program in Reducing Test Anxiety among University Students with High Academic Achievement

AlAmry

2020

JESR

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The present study aims to identify the effectiveness of a rational behavioral emotive program in reducing test anxiety among university students with high academic achievement in Riyadh. The author adopted the quasi-experimental approach. The sample comprised (26) students with high academic achievement who were encountering test anxiety at Princess Nourah bint Abdulrahman University (PNU) in Riyadh. The participants were divided into two groups: An experimental group of (13) students and a control group of (13) students. The author also used the test anxiety scale (Spielberger, 1972) and designed the rational behavioral emotive program using new electronic applications. The results showed statistically significant differences between the average scores of the experimental group students in the pre and posttests in favor of the post-test. There were statistically significant differences between the average scores of the two groups in the post-test of the scale in favor of the experimental group. Furthermore, there were no statistically significant differences between the average scores of the experimental group in the post and successive tests of the scale.

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Effectiveness of rational emotive behaviour therapy in the reduction of examination Anxiety among secondary school students in Edo State, Nigeria

Cited by 9 publications

References 24 publications

The effect of rational‐emotive education on irrational thinking, subjective wellbeing and self‐efficacy of typically developing students and social acceptance of disabled students

The effect of rational‐emotive education on irrational thinking, subjective wellbeing and self‐efficacy of typically developing students and social acceptance of disabled students

School-based intervention for academic stress management and school adjustment among industrial technical education students: Implications for educational administrators

Effectiveness of a Rational Behavioral Emotive Program in Reducing Test Anxiety among University Students with High Academic Achievement

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