Negative career thoughts are cognitive barriers that interfere with an individual's career decision-making and successful career development. The current study examined the effect of rational-emotive behavior therapy (REBT) on negative career thoughts of students in technical colleges in Nigeria. The study utilized a pretest-posttest control group design. One hundred and seventy-three participants from technical colleges in the Southeast zone of the country completed a measure of career thoughts at pretest, posttreatment, and follow-up: the College Students' Career Thoughts Scale. An REBT career program manual guided the intervention for 12 weeks. Data collected were analyzed using repeated-measures analysis of variance, chi-square, and t-test. Results show that the negative career thoughts of the REBT group participants were significantly reduced relative to a waitlist control group at the end of the intervention. Follow-up tests conducted after three months and six months revealed that the significant decrease in negative career thoughts of the REBT group participants was sustained. The outcomes of the current study suggest that REBT is an invaluable group therapy for assisting college students in overcoming negative thoughts associated with career choice and decision. It would be helpful if further longitudinal evaluation were implemented in Nigeria and in other countries to evaluate whether and how an REBT-based program can improve vocational maturity and vocational identity of technical college students.

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Background:The investigation of burnout among undergraduate students is yet to receive the same amount of attention as burnout in employees. Despite the negative effects of burnout among students, there is dearth of literature on burnout problem among electrical and building technology undergraduate students. Therefore, this study aimed to determine the burnout levels and the effect of rational-emotive behavior therapy (REBT) on symptoms of burnout among electrical and building technology undergraduate students in South–East zone of Nigeria.Method:A group randomized trial design involving a treatment group versus no-treatment group was adopted for this study. One hundred fifty four undergraduate students of electrical and building technology who met the study's inclusion criteria were selected from public universities in the South–East zone of Nigeria. The intervention consisted of 10 weeks of REBT treatment and 8 weeks of follow-up meetings conducted at 4 months. A self-report questionnaire was used for data collection. Repeated-measures analysis of variance, paired sample t test, and Chi-Squared were used for data analysis.Results:The outcome indicated that the levels of burnout syndrome among the students are high and REBT had a significant effect on the symptoms of burnout syndrome among the electrical and building technology students in the treatment group compared to their counterparts in the no-treatment group. Finally, the positive gains were significantly maintained by the treatment group at follow-up.Conclusion:The current study suggests that an REBT program can be effective for dealing with burnout syndrome among the population of undergraduate students of electrical and building technology in Nigeria.

Abstract

<p>The study innovated the industrial technology programmes of Nigerian universities for effective application of mobile communication technologies and quality assurance of graduates<strong>. </strong>Four<strong> </strong>research questions guided the study while three null hypotheses formulated were tested at .05 level of significance. The study made use of descriptive survey design and was carried out in Enugu State, Nigeria. The participants for the study were 120 comprising of 67 lecturers of electrical/electronic technology and 53 technologists of industrial technical education. A 97-item questionnaire was used as instrument for data collection. One hundred and eighteen copies of the questionnaire were retrieved. The data collected were analyzed using mean, factor analysis, standard deviation and improvement need index (INI) to answer the four research questions while analysis of variance was employed to test the hypotheses at .05 level of significance. Results revealed that 33 innovations for inclusion into programme of electrical/electronic technology. Furthermore, the results of the study revealed that teachers need improvement in implementing the innovated contents of electrical/electronic technology aspect of industrial technical education programme. Hence, there is need to package the findings of the study into training programme and use it for building the capacity of teachers of electrical/electronic technology in Nigerian universities<strong>.</strong></p>