A group-focused rational emotive behavior coaching for management of academic burnout among undergraduate students

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Abstract

Background:

High-stress level affects students’ health and many of them experiencing high levels of stress are at risk of burnout. School administrators are often concerned about the experiences and negative effects of burnout among students and staff. Burnout is described as a psychological reaction to chronic stress. The aim of the current study was to investigate the effect of a group-focused intervention (rational emotive behavior coaching, REBC) on academic burnout among undergraduate students attending public universities in Southeast Nigeria.

Methods:

A group randomized controlled trial design was adopted for this study. A total of 52 convenient samples of undergraduate students (with a high degree of burnout symptoms) took part in the research. We used a group REBT program manual for the management of burnout which was complemented with REBC techniques. Data were gathered with the aid of the perceived stress scale (PSS-10) and Oldenburg Burnout inventory-student (OLBI-S). Data were analyzed using ANOVA and paired t test at .05 probability level.

Results:

Results showed that the group-focused REBC program significantly alleviated burnout symptoms among students in the treatment group compared to students in the control group as measured by OLBI-S subscales: exhaustion ( F(1,51) = 41.789, P = .000, , Δ R ² = 0.634, SE = 1.00), and disengagement ( F(1,51) = 196.036, P = .000, , Δ R ² = 0.869, SE = 0.69). The students who benefitted from the group-focused REBC program maintained reduced symptoms of burnout after three months when the researchers conducted a follow-up as measured by OLBI-S subscales: exhaustion ( F(1,51) = 34.012, P = .000, , Δ R ² = 0.467, SE = 1.21), and disengagement ( F(1,51) = 108.941, P = .000, , Δ R ² = 0.765, SE = 0.85).

Conclusion:

This research indicates that group-focused REBC can be applied to reduce burnout symptoms among undergraduate students. The group-focused REBC intervention may be adapted to overcome employee burnout and school administrators’ burnout. Researchers may need to investigate the possibility of storing and harnessing data from studies on REBC and burnout and delivering computer-based/internet REBC program following evidence-based computing strategies and principles.

Related collections

Most cited references 36

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Stress and Health: Psychological, Behavioral, and Biological Determinants

Neil Schneiderman, Gail Ironson, Scott D Siegel (2005)

Stressors have a major influence upon mood, our sense of well-being, behavior, and health. Acute stress responses in young, healthy individuals may be adaptive and typically do not impose a health burden. However, if the threat is unremitting, particularly in older or unhealthy individuals, the long-term effects of stressors can damage health. The relationship between psychosocial stressors and disease is affected by the nature, number, and persistence of the stressors as well as by the individual's biological vulnerability (i.e., genetics, constitutional factors), psychosocial resources, and learned patterns of coping. Psychosocial interventions have proven useful for treating stress-related disorders and may influence the course of chronic diseases.

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Perceived stress in first year medical students - associations with personal resources and emotional distress

Ines Heinen, Monika Bullinger, Rüya-Daniela Kocalevent (2017)

Background Medical students have been found to report high levels of perceived stress, yet there is a lack of theoretical frameworks examining possible reasons. This cross-sectional study examines correlates of perceived stress in medical students on the basis of a conceptual stress model originally developed for and applied to the general population. The aim was to identify via structural equation modeling the associations between perceived stress and emotional distress (anxiety and depression), taking into account the activation of personal resources (optimism, self-efficacy and resilient coping). Methods Within this cross-sectional study, 321 first year medical students (age 22 ± 4 years, 39.3% men) completed the Perceived Stress Questionnaire (PSQ-20), the Self-Efficacy Optimism Scale (SWOP) and the Brief Resilient Coping Scale (BRCS) as well as the Patient Health Questionnaire (PHQ-4). The statistical analyses used t-tests, ANOVA, Spearman Rho correlation and multiple regression analysis as well as structural equation modeling. Results Medical students reported higher levels of perceived stress and higher levels of anxiety and depression than reference samples. No statistically significant differences in stress levels were found within the sample according to gender, migration background or employment status. Students reported more self-efficacy, optimism, and resilient coping and higher emotional distress compared to validation samples and results in other studies. Structural equation analysis revealed a satisfactory fit between empirical data and the proposed stress model indicating that personal resources modulated perceived stress, which in turn had an impact on emotional distress. Conclusions Medical students’ perceived stress and emotional distress levels are generally high, with personal resources acting as a buffer, thus supporting the population-based general stress model. Results suggest providing individual interventions for those students, who need support in dealing with the challenges of the medical curriculum as well as addressing structural determinants of student stress such as course load and timing of exams.

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Job stress and burnout in hospital employees: comparisons of different medical professions in a regional hospital in Taiwan

Li-Ping Chou, Chung-Yi Li, Susan C. Hu (2014)

Objectives To explore the prevalence and associated factors of burnout among five different medical professions in a regional teaching hospital. Design Cross-sectional study. Setting Hospital-based survey. Participants A total of 1329 medical professionals were recruited in a regional hospital with a response rate of 89%. These voluntary participants included 101 physicians, 68 physician assistants, 570 nurses, 216 medical technicians and 374 administrative staff. Primary and secondary outcome measures Demographic data included gender, age, level of education and marital status, and work situations, such as position, work hours and work shifts, were obtained from an electronic questionnaire. Job strain and burnout were measured by two validated questionnaires, the Chinese version of the Job Content Questionnaire and the Copenhagen Burnout Inventory. Results Among the five medical professions, the prevalence of high work-related burnout from highest to lowest was nurses (66%), physician assistants (61.8%), physicians (38.6%), administrative staff (36.1%) and medical technicians (31.9%), respectively. Hierarchical regression analysis indicated that job strain, overcommitment and low social support explained the most variance (32.6%) of burnout. Conclusions Physician assistant is an emerging high burnout group; its severity is similar to that of nurses and far more than that of physicians, administrative staff and medical technicians. These findings may contribute to the development of feasible strategies to reduce the stress which results in the burnout currently plaguing most hospitals in Taiwan.

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Author and article information

Journal

Journal ID (nlm-ta): Medicine (Baltimore)

Journal ID (iso-abbrev): Medicine (Baltimore)

Journal ID (publisher-id): MEDI

Title: Medicine

Publisher: Wolters Kluwer Health

ISSN (Print): 0025-7974

ISSN (Electronic): 1536-5964

Publication date Collection: July 2019

Publication date (Electronic): 26 July 2019

Volume: 98

Issue: 30

Electronic Location Identifier: e16352

Affiliations

[a ]Department of Educational Foundations

[b ]Department of Adult Education & Extra-Mural Studies

[c ]Department of Human Kinetics and Health Education, University of Nigeria Nsukka, Enugu State, P.M.B 410001, Nigeria.

Author notes

[∗ ]Correspondence: Uche C. Vita-Agundu, Department of Educational Foundations, University of Nigeria Nsukka, Enugu State, P.M.B 410001, Nigeria (e-mail: uche.vita-agundu@ 123456unn.edu.ng ).

Article

Publisher ID: MD-D-19-01367 Accession ID: 16352

DOI: 10.1097/MD.0000000000016352

PMC ID: 6708802

PubMed ID: 31348235

SO-VID: 1d87bf20-fc83-4916-9c6e-14e083dd6025

License:

This is an open access article distributed under the terms of the Creative Commons Attribution-Non Commercial-No Derivatives License 4.0 (CCBY-NC-ND), where it is permissible to download and share the work provided it is properly cited. The work cannot be changed in any way or used commercially without permission from the journal. http://creativecommons.org/licenses/by-nc-nd/4.0

History

Date received : 16 February 2019

Date revision received : 11 June 2019

Date accepted : 14 June 2019

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Keywords: burnout symptoms,perceived stress,psychological coaching,rational emotive behavior coaching,undergraduate students

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Keywords: burnout symptoms, perceived stress, psychological coaching, rational emotive behavior coaching, undergraduate students

A group-focused rational emotive behavior coaching for management of academic burnout among undergraduate students : Implications for school administrators

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