• Uche Lebechi Igbokwe, Kay C N Onyechi, Chimaobi Samuel Ogbonna, Chiedu Eseadi, Adaobi C Onwuegbuchulam, Chinyere Augusta Nwajiuba, Christiana C Ugodulunwa, Angela Eze, Kenneth Omaeze, Chioma Patience Patrick, Leona Eucharia Ekechukwu, Cajetan I Egbe, Robert Azu Nnachi, and Emenike N Anyaegbunam.
• Department of Arts Education.
• Medicine (Baltimore). 2019 Oct 1; 98 (40): e17452e17452.

Background/ObjectiveDifferent studies have shown the prevalence of high level of stress among undergraduate students. The objective of the present study was to investigate the effect of rational emotive behavioral therapy (REBT) as a stress management intervention among English Education undergraduates in Universities in Southeastern Nigeria.MethodThe study adopted a group randomized trial design. One hundred sixteen samples of English education undergraduates (with a high level of perceived stress) took part in the study. These students were randomly assigned to groups - intervention group(n = 58) and no-intervention control group (n = 58). The Perceived Stress Scale (PSS-14) was used for data collection. The collected data were analyzed using 2-way mixed repeated measure ANOVA and independent sample t test at 0.05 probability level.ResultResults showed that an REBT program significantly reduced the stress among English education undergraduates in the intervention group compared to the students in the control group as measured by PSS-14. Also, the English education undergraduates who benefited from the REBT program maintained the reduction in stress after 3 months when the researchers conducted a follow-up.ConclusionREBT program can be used to equip undergraduate students with the necessary skills to manage stress. The implications for curriculum innovation were highlighted.

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