Burnout Problems and Rational Emotive Behavior Therapy (REBT) Interventions

Burnout Problems

Academic fatigue among students has generated a lot of attention recently, given the large body of existing literature establishing its prevalence. Studies conducted in various parts of the world report a prevalence rate of academic fatigue between 7.2% and 70.6%.1–4 Students who experience burnout show high levels of burnout and negative attitudes towards school work.

In Nigeria, research shows that a large proportion of students in various disciplines exhibit high levels of fatigue symptoms. In particular, it has been reported that the prevalence rate of academic fatigue among Nigerian students is 68%. Students of chemistry education programs in Nigeria are at risk of burnout.

In response to this unsatisfactory state of affairs, it is important to seek means to combat this problem in view of the important role of students in realizing the goals and objectives of chemistry education in Nigeria to produce skilled and competent chemistry teachers at the secondary school level who are knowledgeable in instructional design and delivery and capable of taking a leadership position is also like pursuing further studies in chemistry.

Achieving the above goals and objectives of the undergraduate chemistry education program may not be possible if students experience high levels of burnout as they will lack the physical and psychological drive to successfully cope with the demands of academic life. Albert Ellis proposed the theory of rational emotive behavior therapy REBT in 1955. Ellis assumed that people's problems stem from illogical thoughts, views, and beliefs.

The results of research conducted by Florence Obiageli Ezeudu (2019) in her journal showed that 54.3% of chemistry education students surveyed initially experienced high burnout. 

This finding is in line with the results of previous studies showing that burnout is common among the student population in Nigeria.

These findings suggest that the REBT program is an effective intervention to reduce fatigue symptoms among chemistry students. 

These findings corroborate previous studies that have reported the effectiveness of REBT in enabling students and other groups to manage symptoms related to stress and fatigue.

The goal of REBT is to combat unhealthy behavior by seeking to deny and change those irrational thoughts, views, and beliefs that in turn produce these behaviors.10 To bring about this positive change, REBT uses a range of cognitive, behavioral, and emotive techniques. In this study, we aimed to determine the effectiveness of REBT in managing fatigue symptoms. chemistry scholars.

This research has several important implications.

First, apart from highlighting the high prevalence of fatigue among chemistry education students in particular, our findings suggest that fatigue can be managed and reduced effectively through psychotherapy. It requires more evidence-based studies in this direction, to validate REBT interventions with a view to generating greater acceptability and generalizability.

 Second, several studies have provided practical solutions for managing psychological problems among students in Nigeria, such as fatigue. Given the growing concern about burnout syndrome among students at South-East Nigerian universities, we suggest that REBT is effective in managing student burnout and should be included in students' academic programs, to equip them with skills to better manage their psychological and mental health.

Given that burnout affects medical and nursing students, doctors, and other health professionals, it is hoped that the results of this study will influence the adoption of REBT interventions to manage burnout in this group, to improve health and well-being. We hope that these data on burnout among undergraduate students in chemistry education will be of use to future researchers, to help improve students' psychological well-being, academic engagement, and school achievement.

This may result in a better understanding of fatigue symptoms among our study student population, as well as the factors associated with these symptoms. Another implication of this study is that the design and implementation of interventions to address fatigue among chemistry students, such as the current REBT intervention, could result in more students being able to learn how to manage academic fatigue while in school.

School health policies should be aligned to accommodate REBT burnout interventions for undergraduate students, given the clinical utility of this therapy as demonstrated in this study. The current research has several limitations. The sample size in this study was arguably small, which may limit the extent to which the findings can be generalized.

However, future researchers may consider this study as a basis for conducting further research with a larger scope and better generalization. In the future, researchers should track participant attendance, the average number of class sessions attended or missed, as well as the percentage of participants who attended all class sessions.

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Ezeudu, F. O., Nwoji, I. H. N., Dave-Ugwu, P. O., Abaeme, D. O., Ikegbunna, N. R., Agugu, C. V., ... & Nwefuru, B. C. (2020). Intervention for burnout among chemistry education undergraduates in Nigeria. Journal of International Medical Research, 48(1), 0300060519867832.

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