Background: This research was designed to investigate the management of depression among undergraduate religious education students and identify the research implications for school-based religious intervention. Methods: This research is a randomized controlled trial. The treatment condition had 34 undergraduate religious education students but 33 undergraduate religious education students were in the control condition. The treatment process involved a 12-week application of religious rational emotive behavior therapy (RREBT). With Beck’s depression inventory, version 2 (BDI-II), data collection was made possible. Results: Compared to students in the control condition, undergraduate religious education students in the treatment condition demonstrated a significant drop in mean BDI-II scores at post-test ( F [1, 65] = 592.043, P < .05, η 2 p = .90). The effect of RREBT among students in the treatment condition stayed consistent at 2 weeks follow-up ( F [1, 65] = 786.396, P < .05, η 2 p = .92, Δ R 2 = .922). Conclusion: The effect of RREBT on depression treatment among undergraduate religious education students was positive and can be consistent. The study results underscore the importance of expanding this treatment approach for these undergraduate education students in Nigeria.
Background: Studies have found that pre-service teachers commonly face stressful circumstances that prevent them from completing their academic tasks effectively. In terms of psychological factors and interventions, pre-service history teachers in Nigeria are the least studied group. The objective of this study was to investigate the effect of stress management coaching among Nigerian pre-service history teachers.Methods: The research participants consisted of a randomized sample of 109 pre-service history teachers from Nigerian public higher education institutions (55 pre-service history teachers composed the stress management coaching group while 54 pre-service history teachers composed the waitlist control group). The stress management coaching for the pre-service history teachers was guided by a coaching manual created using the theoretical framework of rational emotive behavior coaching.Results: Pre-service history teachers who participated in stress management coaching showed significantly reduced stress levels at the post-test and follow-up. There was an interaction effect between group and time on the stress of pre-service history teachers. Conclusion:The study suggests that pre-service history teachers can benefit from a stress management coaching intervention that uses the rational emotive behavior coaching approach. The development of this form of stress management coaching program on a large scale among pre-service history teachers could prove beneficial to their academic and personal success. Studies may be conducted in the future to examine the stress of history teachers in colleges and the efficacy of stress management coaching.
The study examined the impact of trade openness on economic growth in some selected countries in West Africa (Ghana, Nigeria, Gambia, Code d’Ivory, Burkina Faso and Sierra Leone). We use the Panel dataset comprising 6 countries from West Africa during this period 1986- 2016. The study used the Fixed effect panel analysis for the estimation. The study tested for descriptive statistics and found that Cote d’ Ivory has the highest trade openness followed by Ghana, Burkina Faso, Nigeria, Sierra Leone and Gambia that has the least trade openness. The study tested for unit root, at first difference 1(I), the variables are stationary, only inflation that was stationary at level I(0). The study uses the Pedroni Co-integration test for long-run association among trade openness, real gross domestic product, foreign direct investment, inflation and exchange rate and found that there exist a long run relationship. The result of the study reveals that trade openness has a positive and significant relationship between gross domestic product, it means that trade openness has an impact to economic growth in the selected West Africa countries.
The study examined the relationship between self-handicapping and academic buoyancy among final year students in secondary schools in Nsukka education zone of Enugu State of Nigeria. This study adopted the cross-sectional survey research design. Through multistage sampling technique, 120 final year students were selected. The questionnaires, such as Academic Buoyancy Scale (ABS) and Self-handicapping Scale were used to collect data. The internal validity of self-handicapping and academic buoyancy scales were ascertained using the Bartlett’s tests for Sphericity and it was reported to be highly significant (p< 0.05). The internal consistency of the questionnaires was ensured by using the Cronbach's alpha and a value of 0.844 and 0.867 was reported for the self-handicapping and academic buoyancy scales respectively. The quantitative data from questionnaires was analyzed using both descriptive and inferential statistics. The results showed that there was low negative insignificant relationship between the two variables (Beta=-.105; R=-.105; p < .253), indicating that high level self-handicapping is negatively associated with academic buoyancy among final year students in secondary schools. The study recommends that student counselors should develop structured and comprehensive cognitive behavioral therapy sessions to enhance the self-handicapping of final year students in secondary schools.
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