本科生历史专业学生的学术倦怠：干预的效果。
Academic burnout among undergraduate history students: Effect of an intervention.
机构信息
Department of History and International Studies, University of Nigeria, Nsukka, Nigeria.
Institute of Education and Behavioral Science, Debre Markos University, Debre Markos, Ethiopia.
出版信息
Medicine (Baltimore). 2022 Feb 18;101(7):e28886. doi: 10.1097/MD.0000000000028886.
BACKGROUND
This study aimed to examine the effect of an online psychological intervention on academic burnout of undergraduate history students in Nigeria.
METHOD
The sample for the study consists of burned-out undergraduate history students selected randomly from public universities. A total of 18 undergraduate history students with moderate to high burnout symptoms were randomly allocated to the online intervention group, while 17 were randomly assigned to the waitlist control group.
RESULTS
The use of online rational emotive behavior therapy (online REBT) effectively reduced academic burnout and sustained this significant reduction among Nigerian undergraduate history students compared with a waitlist control condition.
CONCLUSION
Online rational emotive behavior therapy intervention delivered to undergraduate history students brought about a significant decrease in academic burnout. Further studies should expand the benefits of online psychological intervention for burnout treatment among Nigerian undergraduate history students.
背景
本研究旨在探讨在线心理干预对尼日利亚大学生历史专业学业倦怠的影响。
方法
本研究的样本包括从公立大学中随机挑选的有中度至高度倦怠症状的历史专业大学生。共有 18 名历史专业大学生被随机分配到在线干预组，而 17 名被随机分配到候补名单对照组。
结果
使用在线理性情绪行为疗法（online REBT）可有效降低学业倦怠，与候补名单对照组相比，这一显著降低在尼日利亚大学生历史专业学生中得以维持。
结论
对历史专业大学生实施在线理性情绪行为疗法干预可显著降低学业倦怠。进一步的研究应该扩大在线心理干预在治疗尼日利亚大学生历史专业学生倦怠方面的益处。
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