The effectiveness of a rational-emotive intervention on teachers’ unconditional self-acceptance, perfectionism, and pupil control ideology
IntroductionThe present research aimed to investigate the effectiveness of a Rational Emotive Behavior Therapy (REBT) intervention on in-service teachers.MethodsA quasi-experimental 2-group (intervention vs. control) × 3-time (pre, post-test, follow-up) design was applied to explore to what extent t...
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| Format: | Članak |
| Jezik: | English |
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Frontiers Media S.A.
2023-12-01
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| Serija: | Frontiers in Psychology |
| Teme: | |
| Online pristup: | https://www.frontiersin.org/articles/10.3389/fpsyg.2023.1240269/full |
| _version_ | 1827585864097595392 |
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| author | Elena Mirela Samfira Elena Mirela Samfira Florin Alin Sava |
| author_facet | Elena Mirela Samfira Elena Mirela Samfira Florin Alin Sava |
| author_sort | Elena Mirela Samfira |
| collection | DOAJ |
| description | IntroductionThe present research aimed to investigate the effectiveness of a Rational Emotive Behavior Therapy (REBT) intervention on in-service teachers.MethodsA quasi-experimental 2-group (intervention vs. control) × 3-time (pre, post-test, follow-up) design was applied to explore to what extent the REBT interventions help teachers increase their level of unconditional self-acceptance as the primary outcome and decrease their perfectionism tendencies and pupil control ideology as secondary outcomes. The sample consisted of 100 in-service teachers assigned to either the intervention group (n = 50) or the control group (n = 50). The experimental group received a 6-week intervention program. Every session was held weekly and lasted 90–120 min. The Unconditional Self-Acceptance Questionnaire (USAQ), Pupil Control Ideology Scale (PCI), and Perfectionism Inventory Scale (PI) were used to collect data. This study used a mixed model ANOVA 2 × 3 for data analysis.ResultsThe results indicated that in the experimental group, there was a statistically significant increase in unconditional self-acceptance level from pre-test to post-test, which remains significant at the 6-month follow-up. Likewise, there were no statistically significant differences in unconditional self-acceptance levels between the post-test and 6-month follow-up in the intervention group.DiscussionThese findings prove that REBT interventions are effective in increasing teachers’ unconditional self-acceptance. |
| first_indexed | 2024-03-08T23:52:45Z |
| format | Article |
| id | doaj.art-61769bed84f74b44b025cee7435e2155 |
| institution | Directory Open Access Journal |
| issn | 1664-1078 |
| language | English |
| last_indexed | 2024-03-08T23:52:45Z |
| publishDate | 2023-12-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Psychology |
| spelling | doaj.art-61769bed84f74b44b025cee7435e21552023-12-13T09:54:27ZengFrontiers Media S.A.Frontiers in Psychology1664-10782023-12-011410.3389/fpsyg.2023.12402691240269The effectiveness of a rational-emotive intervention on teachers’ unconditional self-acceptance, perfectionism, and pupil control ideologyElena Mirela Samfira0Elena Mirela Samfira1Florin Alin Sava2Teacher Training Department, University of Life Sciences from Timisoara, Timisoara, RomaniaDepartment of Psychology, West University of Timisoara, Timisoara, RomaniaDepartment of Psychology, West University of Timisoara, Timisoara, RomaniaIntroductionThe present research aimed to investigate the effectiveness of a Rational Emotive Behavior Therapy (REBT) intervention on in-service teachers.MethodsA quasi-experimental 2-group (intervention vs. control) × 3-time (pre, post-test, follow-up) design was applied to explore to what extent the REBT interventions help teachers increase their level of unconditional self-acceptance as the primary outcome and decrease their perfectionism tendencies and pupil control ideology as secondary outcomes. The sample consisted of 100 in-service teachers assigned to either the intervention group (n = 50) or the control group (n = 50). The experimental group received a 6-week intervention program. Every session was held weekly and lasted 90–120 min. The Unconditional Self-Acceptance Questionnaire (USAQ), Pupil Control Ideology Scale (PCI), and Perfectionism Inventory Scale (PI) were used to collect data. This study used a mixed model ANOVA 2 × 3 for data analysis.ResultsThe results indicated that in the experimental group, there was a statistically significant increase in unconditional self-acceptance level from pre-test to post-test, which remains significant at the 6-month follow-up. Likewise, there were no statistically significant differences in unconditional self-acceptance levels between the post-test and 6-month follow-up in the intervention group.DiscussionThese findings prove that REBT interventions are effective in increasing teachers’ unconditional self-acceptance.https://www.frontiersin.org/articles/10.3389/fpsyg.2023.1240269/fullteachersunconditional self-acceptanceperfectionismpupil control ideologyrational emotive behavioral therapy |
| spellingShingle | Elena Mirela Samfira Elena Mirela Samfira Florin Alin Sava The effectiveness of a rational-emotive intervention on teachers’ unconditional self-acceptance, perfectionism, and pupil control ideology Frontiers in Psychology teachers unconditional self-acceptance perfectionism pupil control ideology rational emotive behavioral therapy |
| title | The effectiveness of a rational-emotive intervention on teachers’ unconditional self-acceptance, perfectionism, and pupil control ideology |
| title_full | The effectiveness of a rational-emotive intervention on teachers’ unconditional self-acceptance, perfectionism, and pupil control ideology |
| title_fullStr | The effectiveness of a rational-emotive intervention on teachers’ unconditional self-acceptance, perfectionism, and pupil control ideology |
| title_full_unstemmed | The effectiveness of a rational-emotive intervention on teachers’ unconditional self-acceptance, perfectionism, and pupil control ideology |
| title_short | The effectiveness of a rational-emotive intervention on teachers’ unconditional self-acceptance, perfectionism, and pupil control ideology |
| title_sort | effectiveness of a rational emotive intervention on teachers unconditional self acceptance perfectionism and pupil control ideology |
| topic | teachers unconditional self-acceptance perfectionism pupil control ideology rational emotive behavioral therapy |
| url | https://www.frontiersin.org/articles/10.3389/fpsyg.2023.1240269/full |
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