Ezenwaji Ifeyinwa O, Eseadi Chiedu, Ugwoke Samuel C, Vita-Agundu Uche C, Edikpa Edith, Okeke Francisca C, Nwafor Bernadette N, Ozioko Agatha N, Ebinyasi Justina O, Nwabuko Linus O, Njoku Lily G, Agu Michael A
Department of Educational Foundations.
Department of Adult Education & Extra-Mural Studies.
Medicine (Baltimore). 2019 Jul;98(30):e16352. doi: 10.1097/MD.0000000000016352.
High-stress level affects students' health and many of them experiencing high levels of stress are at risk of burnout. School administrators are often concerned about the experiences and negative effects of burnout among students and staff. Burnout is described as a psychological reaction to chronic stress. The aim of the current study was to investigate the effect of a group-focused intervention (rational emotive behavior coaching, REBC) on academic burnout among undergraduate students attending public universities in Southeast Nigeria.
A group randomized controlled trial design was adopted for this study. A total of 52 convenient samples of undergraduate students (with a high degree of burnout symptoms) took part in the research. We used a group REBT program manual for the management of burnout which was complemented with REBC techniques. Data were gathered with the aid of the perceived stress scale (PSS-10) and Oldenburg Burnout inventory-student (OLBI-S). Data were analyzed using ANOVA and paired t test at .05 probability level.
Results showed that the group-focused REBC program significantly alleviated burnout symptoms among students in the treatment group compared to students in the control group as measured by OLBI-S subscales: exhaustion (F(1,51) = 41.789, P = .000, (Equation is included in full-text article.), ΔR = 0.634, SE = 1.00), and disengagement (F(1,51) = 196.036, P = .000, (Equation is included in full-text article.), ΔR = 0.869, SE = 0.69). The students who benefitted from the group-focused REBC program maintained reduced symptoms of burnout after three months when the researchers conducted a follow-up as measured by OLBI-S subscales: exhaustion (F(1,51) = 34.012, P = .000, (Equation is included in full-text article.), ΔR = 0.467, SE = 1.21), and disengagement (F(1,51) = 108.941, P = .000, (Equation is included in full-text article.), ΔR = 0.765, SE = 0.85).
This research indicates that group-focused REBC can be applied to reduce burnout symptoms among undergraduate students. The group-focused REBC intervention may be adapted to overcome employee burnout and school administrators' burnout. Researchers may need to investigate the possibility of storing and harnessing data from studies on REBC and burnout and delivering computer-based/internet REBC program following evidence-based computing strategies and principles.
高压力水平会影响学生的健康，许多承受高压力的学生有倦怠风险。学校管理人员通常关注学生和教职员工中倦怠的经历及负面影响。倦怠被描述为对慢性压力的一种心理反应。本研究的目的是调查以小组为重点的干预措施（理性情绪行为辅导，REBC）对尼日利亚东南部公立大学本科生学业倦怠的影响。
本研究采用小组随机对照试验设计。共有52名有高度倦怠症状的本科生便利样本参与了研究。我们使用了一套用于管理倦怠的小组REBT项目手册，并辅以REBC技术。借助感知压力量表（PSS - 10）和奥尔登堡倦怠量表 - 学生版（OLBI - S）收集数据。在0.05的概率水平下使用方差分析和配对t检验对数据进行分析。
结果显示，与对照组学生相比，以小组为重点的REBC项目显著减轻了治疗组学生的倦怠症状，这通过OLBI - S分量表测量：疲惫（F(1,51) = 41.789，P = 0.000，（公式包含在全文中），ΔR = 0.634，SE = 1.00）和疏离（F(1,51) = 196.036，P = 0.000，（公式包含在全文中），ΔR = 0.869，SE = 0.69）。当研究人员在三个月后进行随访时，受益于以小组为重点的REBC项目的学生，其倦怠症状持续减轻，这通过OLBI - S分量表测量：疲惫（F(1,51) = 34.012，P = 0.000，（公式包含在全文中），ΔR = 0.467，SE = 1.21）和疏离（F(1,51) = 108.941，P = 0.000，（公式包含在全文中），ΔR = 0.765，SE = 0.85）。
本研究表明以小组为重点的REBC可用于减轻本科生的倦怠症状。以小组为重点的REBC干预措施可能适用于克服员工倦怠和学校管理人员的倦怠。研究人员可能需要研究存储和利用REBC与倦怠研究数据的可能性，并按照循证计算策略和原则提供基于计算机/互联网的REBC项目。
