Ezegbe Bernedeth N, Eseadi Chiedu, Ede Moses Onyemaechi, Igbo Janet N, Anyanwu Joy I, Ede Kelechi R, Egenti Nkechi T, Nwokeoma Bonaventure N, Mezieobi Daniel I, Oforka Theresa O, Omeje Grace N, Ugwoezuonu Amanda U, Nwosu Nneka, Amoke Chijioke V, Offordile Edmund E, Ezema Luke C, Ikechukwu-Ilomuanya Amaka B, Ozoemena Lilian C
Department of Social Science Education.
Department of Educational Foundations, University of Nigeria, Nsukka, Enugu State.
Medicine (Baltimore). 2019 Apr;98(15):e14935. doi: 10.1097/MD.0000000000014935.
Anxiety is a common disorder which refers to a significant and persistent fear of one or more social or performance situations. This study investigated the impacts of cognitive-behavioral intervention on anxiety and depression among undergraduate students enrolled in social science education programs at public universities in the Southeast Nigeria.
Participants were 55 undergraduate students enrolled in social science education programs at public universities in the Southeast Nigeria. The adequacy of the sample size used was determined using GPower software. Cognitive-behavioral treatment manuals on anxiety and depression were used to deliver the intervention. Data analyses were completed using repeated measures analysis of variance.
Results indicated a significant positive impact of cognitive-behavioral intervention on anxiety and depression among social science education students exposed to the cognitive-behavioral intervention when compared to the waitlisted group. Results also showed that there was a significant time × group interaction for anxiety and depression. Follow-up tests showed that significant reduction in anxiety and depression persisted after 3 months for the cognitive-behavioral intervention group in comparison to the waitlisted control group.
We concluded that cognitive-behavioral intervention was a successful intervention which decreased the symptoms of anxiety and depression in social science education students who participated in the study. Additional studies are recommended to further corroborate the influence of cognitive-behavioral intervention in the reduction of anxiety and depressive symptoms in the Nigerian undergraduate student population.
焦虑是一种常见的疾病，指对一种或多种社交或表现情境存在显著且持续的恐惧。本研究调查了认知行为干预对尼日利亚东南部公立大学社会科学教育专业本科生焦虑和抑郁的影响。
参与者为55名尼日利亚东南部公立大学社会科学教育专业的本科生。使用GPower软件确定所用样本量是否充足。采用焦虑和抑郁的认知行为治疗手册进行干预。数据分析采用重复测量方差分析完成。
结果表明，与候补组相比，接受认知行为干预的社会科学教育专业学生中，认知行为干预对焦虑和抑郁有显著的积极影响。结果还显示，焦虑和抑郁存在显著的时间×组间交互作用。随访测试表明，与候补对照组相比，认知行为干预组在3个月后焦虑和抑郁仍显著降低。
我们得出结论，认知行为干预是一种成功的干预措施，可减轻参与研究的社会科学教育专业学生的焦虑和抑郁症状。建议进一步开展研究，以进一步证实认知行为干预对尼日利亚本科生焦虑和抑郁症状减轻的影响。
