针对化学专业研究生教育阶段学生职业倦怠的干预措施。
Intervention for burnout among postgraduate chemistry education students.
作者信息
Ezeudu Florence Obiageli, Attah Florence Oboochi, Onah Anthonia Ebere, Nwangwu Tochukwu Longinus, Nnadi Ekwutosi Monica
机构信息
Department of Science Education, University of Nigeria Nsukka, Enugu State, Nigeria.
Department of Educational Foundations, University of Nigeria Nsukka, Enugu State, Nigeria.
出版信息
J Int Med Res. 2020 Jan;48(1):300060519866279. doi: 10.1177/0300060519866279. Epub 2019 Aug 5.
OBJECTIVE
This study investigated the efficacy of a group rational emotive behavioural intervention for burnout among postgraduate chemistry education students in Nigeria.
METHOD
Participants were 36 postgraduate chemistry education students with high burnout symptoms; 18 students were randomly assigned to an experimental group and 18 to a control group. The Oldenburg Burnout Inventory – was used to assess burnout.
RESULTS
There was no significant difference between the experimental group and control group in pretest mean burnout scores. However, experimental group posttest scores showed a significant improvement compared with both experimental group pretest scores and with control group posttest scores, indicating that the group rational emotive behavioural intervention was effective in enabling postgraduate chemistry education students to manage burnout. Experimental group follow-up scores showed a significantly sustained improvement compared with both experimental group posttest scores and with control group follow-up scores, indicating that the effect of the intervention was maintained at follow-up.
CONCLUSION
The group rational emotive behavioural intervention was an effective treatment modality for burnout in postgraduate chemistry education students.
目的
本研究调查了团体理性情绪行为干预对尼日利亚化学教育专业研究生职业倦怠的疗效。
方法
参与者为36名有高度职业倦怠症状的化学教育专业研究生；18名学生被随机分配到实验组，18名学生被分配到对照组。使用奥尔登堡倦怠量表来评估职业倦怠。
结果
实验组和对照组在预测试平均职业倦怠得分上没有显著差异。然而，实验组的后测试得分与实验组的预测试得分以及对照组的后测试得分相比均有显著提高，这表明团体理性情绪行为干预有效地帮助化学教育专业研究生应对职业倦怠。实验组的随访得分与实验组的后测试得分以及对照组的随访得分相比均有显著持续提高，这表明干预效果在随访时得以维持。
结论
团体理性情绪行为干预是治疗化学教育专业研究生职业倦怠的有效治疗方式。
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