Department of Educational Foundations, Faculty of Education, University of Nigeria, Nsukka, Nigeria.
Medicine (Baltimore). 2021 Mar 19;100(11):e25030. doi: 10.1097/MD.0000000000025030.
The stress level of undergraduates is increasing at an alarming rate. This study's objective was to determine the effect of critical thinking intervention (CTI) for stress reduction among undergraduates in Nigerian Universities.
This research used a pretest-posttest design. Participants were 103 undergraduates who had experienced a high level of stress. The Academic Stress Questionnaire (ASQ) and the Educational Stress Scale (ESSS) were the measures used for data collection in the study, while repeated measures analysis of variance was used for data analysis.
Before the intervention, assessment results showed that the stress level of participants was high, with no difference between those undergraduates in the treatment group and those in the no-treatment control group. After the intervention, the assessment results indicated a significant reduction in the undergraduates' stress level in the treatment group compared to those in the no-treatment control group. Further significant reduction was observed in the undergraduates' stress level in the treatment group compared to those in the no-treatment control group after follow-up assessment.
The authors concluded that CTI intervention was significantly effective for stress reduction among undergraduates in Nigerian Universities. Therefore, counselors are called upon to adopt the principle of CTI intervention to help patients under stress reduce their stress levels.
大学生的压力水平正在以惊人的速度上升。本研究的目的是确定批判性思维干预（CTI）对尼日利亚大学本科生减轻压力的效果。
本研究采用了前后测设计。参与者是 103 名经历过高水平压力的本科生。学术压力问卷（ASQ）和教育压力量表（ESSS）用于收集研究中的数据，而重复测量方差分析用于数据分析。
在干预前，评估结果显示参与者的压力水平较高，治疗组和无治疗对照组之间没有差异。干预后，评估结果表明治疗组本科生的压力水平显著低于无治疗对照组。随访评估后，治疗组本科生的压力水平进一步显著低于无治疗对照组。
作者得出结论，CTI 干预对尼日利亚大学本科生减轻压力非常有效。因此，呼吁辅导员采用 CTI 干预原则，帮助处于压力下的患者降低压力水平。
