Reducing Negative Value System in Students: The Impacts of Rational Emotive Behavioural Education

Irrational career beliefs in agricultural education students, demographics, impacts, and rational career education intervention

“…To reiterate, previous studies suggested that students with career-related problems can be assisted [38] using rational-emotive techniques to surmount irrational beliefs [39] . In addition, the present study corroborates previous studies that showed the effectiveness of REBT principles and techniques in alleviating the career-related problems, [20,21,40–42] decrease career decision-making anxiety, [28] and change and defeat irrational career beliefs [43,44] . Career education as adopted in this study has been found to be effective in building positive career behaviors and tendencies, thereby enhancing career engagement and development.…”

“…Given the growing career indecision and occupational maladjustment which irrational career beliefs have caused in most developing countries, past literature has blamed it on limited psycho-educational interventions that can combat negative ideological beliefs about life including the world of work. [20,21] Hence there is a serious need for researchers in the field of vocation counseling, entrepreneurship, and occupational psychology to engage in research that can promote realistic career beliefs among students in their early careers. [11] Researchers in different studies have explored and recommended reduction of career indecision caused by irrational beliefs and associated negative impacts on carrier paths of individuals using cognitive behavioral approaches.…”

“…In this light, little empirical research has been conducted on irrational career beliefs [19] especially in Nigeria. Given the growing career indecision and occupational maladjustment which irrational career beliefs have caused in most developing countries, past literature has blamed it on limited psycho-educational interventions that can combat negative ideological beliefs about life including the world of work [20,21] . Hence there is a serious need for researchers in the field of vocation counseling, entrepreneurship, and occupational psychology to engage in research that can promote realistic career beliefs among students in their early careers [11] …”

Sitting arrangement and malpractice behaviours among higher education test-takers: On educational assessment in Africa

“…This will help in curtailing such unwanted occurrences across all physically taken examinations. In line with this thinking, recent studies have implemented other strategies such as adopting online assessment practices (Fuentes, 2020;Owan, 2020;Shraim, 2019), using the Internet of Things model (Haque et al, 2021), the use of higher-ordered test items and rational emotive behaviour education intervention (Abiogu et al, 2021). Using the resource-process-value (RPV) framework to tackle online examination malpractices has also been proffered (Hu et al, 2021).…”

The competence-based VET curriculum and teaching of work values: the case of Lithuania

“…These criteria are limited to the acquisition and demonstration of the defined sets of vocational knowledge and skills in executing the work tasks, by downplaying other important aspects of truly masterful performance, such as critical thinking and following a well-established framework of moral, ethical, social and esthetical values of work ( Ciu ciulkien_ e and Bankauskien_ e, 2015). The current methodological discussions of teaching work values in VET focus on the internalization of work values (Daukilas et al, 2016), and critical perception of work values (Kenny et al, 2019;Arvanitis, 2018), expression of the values related to employers' interests in training (Abiogu et al, 2021;Lyons et al, 2010), relationships between utilitarianist, pragmatist and hedonist value orientations by the students and VET providers. The aim of this research is to investigate the implications of the competencebased VET curricula for teaching and learning of work values in the school-based VET provision.…”