合理情绪健康教育干预对尼日利亚东南部技术学院教师压力管理及非理性信念的影响。
Effects of a rational-emotive health education intervention on stress management and irrational beliefs among technical college teachers in Southeast Nigeria.
作者信息
Ugwoke Samuel C, Eseadi Chiedu, Igbokwe Chima C, Chiaha Gertrude T U, Nwaubani Okechukwu O, Orji Chibueze Tobias, Ugwuanyi Leonard T, Chukwuma Ifeoma S, Edikpa Edith C, Ogakwu Vera N, Onu Eucharia A, Agu Patricia, Nwobi Ujunwa A, Omeke Faith, Okeke Francisca C, Ezema Rita N, Abugu Lawretta I
机构信息
Department of Educational Foundations Department of Human Kinetics & Health Education Department of Social Science Education, Faculty of Education Department of Industrial Technical Education, Faculty of Vocational and Technical Education Institute for Development Studies Department of Adult Education & Extra-Mural Studies, Faculty of Education, University of Nigeria, Nsukka, Enugu, Nigeria.
出版信息
Medicine (Baltimore). 2017 Aug;96(31):e7658. doi: 10.1097/MD.0000000000007658.
BACKGROUND
Stress is the product of how an individual reacts and adapts to the specific demands and threats they encounter while carrying out given tasks. The main purpose of this study was to investigate the effects of a rational-emotive health education intervention (REHEI) on stress management, and irrational beliefs in a sample of technical college teachers in Southeast Nigeria.
METHOD
The study design was a pretest-posttest control group. Repeated measures analysis of variance, paired t test and Mann-Whitney U tests were used to analyze the data collected.
RESULTS
The REHEI significantly reduced teacher stress in those teaching staff exposed to the treatment intervention, relative to a waitlist control group. Furthermore, the REHEI program significantly decreased irrational beliefs about teaching in those teaching staff exposed to the treatment intervention compared to a waitlist control group.
CONCLUSION
The REHEI program can be used to coach teachers on how to manage and cope with stress and overcome irrational beliefs in teaching.
背景
压力是个体在执行特定任务时对所遇到的特定要求和威胁做出反应及适应的产物。本研究的主要目的是调查合理情绪健康教育干预（REHEI）对尼日利亚东南部一所技术学院教师样本的压力管理及不合理信念的影响。
方法
本研究设计为前测-后测对照组。采用重复测量方差分析、配对t检验和曼-惠特尼U检验对收集到的数据进行分析。
结果
与候补对照组相比，接受治疗干预的教师中，REHEI显著降低了教师的压力。此外，与候补对照组相比，REHEI项目显著降低了接受治疗干预的教师对教学的不合理信念。
结论
REHEI项目可用于指导教师如何管理和应对压力，并克服教学中的不合理信念。
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