Intervention for burnout among chemistry education undergraduates in Nigeria
Objective The aim of this study was to determine how effectively rational emotive behavior therapy (REBT) could help university undergraduate students in chemistry to manage academic burnout. Methods We surveyed 468 undergraduates in the chemistry education program for eligibility and included the f...
| Main Authors: | , , , , , , , , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
SAGE Publishing
2020-01-01
|
| Series: | Journal of International Medical Research |
| Online Access: | https://doi.org/10.1177/0300060519867832 |
| _version_ | 1819003147350179840 |
|---|---|
| author | Florence Obiageli Ezeudu Ijeoma Hope N. Nwoji Priscilla O. Dave-Ugwu Deborah Oluchi Abaeme Nnonye Rebecca Ikegbunna Chiegeonu Valentina Agugu Mary Nneora Muoneke Ayodeji Olorunmeye Alabi Bartholomew Chinweuba Nwefuru |
| author_facet | Florence Obiageli Ezeudu Ijeoma Hope N. Nwoji Priscilla O. Dave-Ugwu Deborah Oluchi Abaeme Nnonye Rebecca Ikegbunna Chiegeonu Valentina Agugu Mary Nneora Muoneke Ayodeji Olorunmeye Alabi Bartholomew Chinweuba Nwefuru |
| author_sort | Florence Obiageli Ezeudu |
| collection | DOAJ |
| description | Objective The aim of this study was to determine how effectively rational emotive behavior therapy (REBT) could help university undergraduate students in chemistry to manage academic burnout. Methods We surveyed 468 undergraduates in the chemistry education program for eligibility and included the first 30 students who showed symptoms of high burnout. We randomly assigned 15 students each to the experimental and control groups. The Oldenburg Burnout Inventory for college students was used to assess students’ burnout at two different periods. The intervention was delivered using a manual for managing burnout. Result s: Pre-test results indicated no significant difference in the burnout scores of the control group (mean = 51.43, standard deviation (SD) = 2.74) and experimental group (mean = 52.31, SD = 3.59), t (28) = 0.749. At post-test, the main effect of time on students’ burnout was significant: F (2.27) = 41.91, η p 2 = 0.599. The main effect of group on undergraduates’ burnout was also significant: F (1.28) = 1043.67, η p 2 = 0.974. There was a significant time × group interaction effect on burnout among participants: F (2.27) = 41.43, η p 2 = 0.597. Conclusion Our study findings showed that chemistry students could be helped to manage burnout symptoms, based on REBT theory. REBT methodology should be promoted among university undergraduates with symptoms of academic burnout. |
| first_indexed | 2024-12-20T23:16:23Z |
| format | Article |
| id | doaj.art-56956a3ac42e4c2ba6236eee48291c99 |
| institution | Directory Open Access Journal |
| issn | 1473-2300 |
| language | English |
| last_indexed | 2024-12-20T23:16:23Z |
| publishDate | 2020-01-01 |
| publisher | SAGE Publishing |
| record_format | Article |
| series | Journal of International Medical Research |
| spelling | doaj.art-56956a3ac42e4c2ba6236eee48291c992022-12-21T19:23:37ZengSAGE PublishingJournal of International Medical Research1473-23002020-01-014810.1177/0300060519867832Intervention for burnout among chemistry education undergraduates in NigeriaFlorence Obiageli EzeuduIjeoma Hope N. NwojiPriscilla O. Dave-UgwuDeborah Oluchi AbaemeNnonye Rebecca IkegbunnaChiegeonu Valentina AguguMary Nneora MuonekeAyodeji Olorunmeye AlabiBartholomew Chinweuba NwefuruObjective The aim of this study was to determine how effectively rational emotive behavior therapy (REBT) could help university undergraduate students in chemistry to manage academic burnout. Methods We surveyed 468 undergraduates in the chemistry education program for eligibility and included the first 30 students who showed symptoms of high burnout. We randomly assigned 15 students each to the experimental and control groups. The Oldenburg Burnout Inventory for college students was used to assess students’ burnout at two different periods. The intervention was delivered using a manual for managing burnout. Result s: Pre-test results indicated no significant difference in the burnout scores of the control group (mean = 51.43, standard deviation (SD) = 2.74) and experimental group (mean = 52.31, SD = 3.59), t (28) = 0.749. At post-test, the main effect of time on students’ burnout was significant: F (2.27) = 41.91, η p 2 = 0.599. The main effect of group on undergraduates’ burnout was also significant: F (1.28) = 1043.67, η p 2 = 0.974. There was a significant time × group interaction effect on burnout among participants: F (2.27) = 41.43, η p 2 = 0.597. Conclusion Our study findings showed that chemistry students could be helped to manage burnout symptoms, based on REBT theory. REBT methodology should be promoted among university undergraduates with symptoms of academic burnout.https://doi.org/10.1177/0300060519867832 |
| spellingShingle | Florence Obiageli Ezeudu Ijeoma Hope N. Nwoji Priscilla O. Dave-Ugwu Deborah Oluchi Abaeme Nnonye Rebecca Ikegbunna Chiegeonu Valentina Agugu Mary Nneora Muoneke Ayodeji Olorunmeye Alabi Bartholomew Chinweuba Nwefuru Intervention for burnout among chemistry education undergraduates in Nigeria Journal of International Medical Research |
| title | Intervention for burnout among chemistry education undergraduates in Nigeria |
| title_full | Intervention for burnout among chemistry education undergraduates in Nigeria |
| title_fullStr | Intervention for burnout among chemistry education undergraduates in Nigeria |
| title_full_unstemmed | Intervention for burnout among chemistry education undergraduates in Nigeria |
| title_short | Intervention for burnout among chemistry education undergraduates in Nigeria |
| title_sort | intervention for burnout among chemistry education undergraduates in nigeria |
| url | https://doi.org/10.1177/0300060519867832 |
| work_keys_str_mv | AT florenceobiageliezeudu interventionforburnoutamongchemistryeducationundergraduatesinnigeria AT ijeomahopennwoji interventionforburnoutamongchemistryeducationundergraduatesinnigeria AT priscillaodaveugwu interventionforburnoutamongchemistryeducationundergraduatesinnigeria AT deboraholuchiabaeme interventionforburnoutamongchemistryeducationundergraduatesinnigeria AT nnonyerebeccaikegbunna interventionforburnoutamongchemistryeducationundergraduatesinnigeria AT chiegeonuvalentinaagugu interventionforburnoutamongchemistryeducationundergraduatesinnigeria AT marynneoramuoneke interventionforburnoutamongchemistryeducationundergraduatesinnigeria AT ayodejiolorunmeyealabi interventionforburnoutamongchemistryeducationundergraduatesinnigeria AT bartholomewchinweubanwefuru interventionforburnoutamongchemistryeducationundergraduatesinnigeria |