School Engagement of Undergraduate History students: Effect of REBT intervention

Eseadi, Chiedu; Diale, Boitumelo Molebogeng; Oloidi, Frances Jumoke; Amanambu, Ogechukwu Vivian; Umeano, Blessing Chisom

doi:10.1007/s10942-022-00463-1

Cited by 2 publications

(3 citation statements)

References 28 publications

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“…According to follow-up data, participants who had completed the online REBT intervention program continued to show positive outcomes. Recent research by Eseadi et al (2022) show that a REBT intervention increased engagement scores of student participants from university history departments. A similar finding was reached by Asogwa et al (2020), who observed that psychological interventions incorporating REBT strategies can be effective in increasing engagement in school settings.…”

Section: Resultsmentioning

confidence: 99%

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Evaluating Data from A Work Engagement Intervention among Nigerian History Lecturers

Diale¹,

Eseadi²

2022

bull. couns. psy.

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History lecturers who approach their work positively are more likely to be more engaged in their work than those who do not. Nigerian history lecturers have not been examined in terms of how psychological interventions can improve their work engagement. The present research examined the research dataset of an online rational emotive behavior therapy (online REBT) on work engagement among Nigerian history lecturers at higher education institutions. The sample consisted of 31 history lecturers, 16 of whom were randomly assigned to the online REBT group and 15 to a waiting-list control group. A repeated measures ANOVA was conducted at a level of 0.05 probability using IBM Statistical Package for Social Sciences software. Comparing the two groups, the dataset shows that history lecturers in the online intervention group exhibited significantly higher work engagement scores than those in the waiting list control group (p=.000). The one-month follow up dataset reveal that history lecturers who participated in the online REBT intervention continued to feel engaged at work compared to those in the waiting list control group (p=.000). Thus, a significant improvement in work engagement scores of history lecturers was associated with the online REBT intervention. Future studies with a larger sample size are needed.

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Section: Resultsmentioning

confidence: 99%

“…It is recommended that future studies use longitudinal design and experimental methodology to further examine changes in work engagement among history lecturers. It is essential that counselors adhere to ethical considerations when delivering their services in the context of online counseling intervention (Eseadi, 2022;Haryati, 2020).…”

Section: Resultsmentioning

confidence: 99%

Evaluating Data from A Work Engagement Intervention among Nigerian History Lecturers

Diale¹,

Eseadi²

2022

bull. couns. psy.

View full text Add to dashboard Cite

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“…Among adolescent students, an educational intervention incorporating REBT components significantly improved school engagement, as reported by Asogwa et al ( 2020 ). Eseadi et al ( 2022 ) demonstrates that REBT program is a significant type of psychological intervention that can be utilized to improve engagement at school, although their study focused on school workplace engagement of lecturers. It was therefore the purpose of this study to examine the dataset from a psychological intervention program (REBT program) for pre-service TVET teachers' school engagement in a Nigerian public university to determine the program's effectiveness.…”

Section: Introductionmentioning

confidence: 99%

Assessing School Engagement Intervention Dataset of Nigerian Pre-service TVET Teachers

et al. 2022

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It is a priority issue in technical and vocational education and training (TVET) to improve school engagement in order to promote teaching and learning in TVET institutions. This study appears to be the foremost to examine the dataset of a psychological intervention program for preservice TVET teachers' school engagement in a Nigerian public university. Using a school engagement measure, quantitative data was collected from 35 pre-service TVET teachers in a treatment group and 35 pre-service TVET teachers in a control group. To conduct the statistical analysis of the data from pre to posttest gathering, IBM SPSS version 22 was used. The study dataset showed that pre-service TVET teachers in the treatment condition demonstrated a significant increase in school engagement score at posttest compared to pre-service TVET teachers in the control condition. The technique used in this study to obtain the presented dataset may be very beneficial for understanding Nigeria's pre-service TVET teacher population when it comes to increasing their school engagement.

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School Engagement of Undergraduate History students: Effect of REBT intervention

Cited by 2 publications

References 28 publications

Evaluating Data from A Work Engagement Intervention among Nigerian History Lecturers

Evaluating Data from A Work Engagement Intervention among Nigerian History Lecturers

Assessing School Engagement Intervention Dataset of Nigerian Pre-service TVET Teachers

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