10-06-2022
School Engagement of Undergraduate History students: Effect of REBT intervention
Gepubliceerd in: Journal of Rational-Emotive & Cognitive-Behavior Therapy | Uitgave 1/2023
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This study investigated the effect of rational emotive behaviour therapy (REBT) on school engagement of undergraduate history students’ sample from Nigerian higher education institutions. The REBT intervention group comprised 23 undergraduate history students whilst the waitlist control group also comprised 23 undergraduate history students. School engagement was measured with the School Engagement Scale (SES). According to the study’s findings, REBT improved and sustained undergraduate history students’ school engagement scores at posttest (p = .000, η²p=.89) and follow-up (p = .000, η²p=.89). The results also suggest a statistically significant effect of time on students’ SES scores (p = .000, η²p=.85). The results also indicate that students’ SES scores were influenced significantly by group and time interaction effect (p = .000, η²p=.85). The authors conclude that the REBT program offered to undergraduate history students in Nigeria enhanced their school engagement when compared to a waitlist control group.