M. Mosimege, Egara Felix Oromena, Nzeadibe Augustina Chinyere, Eseadi Chiedu
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Effect of group rational emotive behaviour therapy on mathematics anxiety on secondary school students
This study investigated the effects of group rational emotive behaviour therapy on the mathematics anxiety of students in Nigerian secondary schools. In total, 118 senior secondary school students constituted the sample for the study: 63 learners were allocated to the experimental group and 55 learners to the control group. The instruments used for data collection were the Mathematics Anxiety Scale (primary outcome measure) and the Irrational Beliefs in Mathematics Scale (secondary outcome measure). The Mathematics Anxiety Scale was used to elicit information from the participants that enabled the researchers to randomly allocate them to the programmes of the treatment groups. The experimental group was exposed to the rational emotive behaviour therapy treatment, while the control group received conventional counselling. The treatment programme lasted 6 weeks. The results reveal that students in group rational emotive behaviour therapy, post-test, had experienced significantly more positive effects relating to mathematics anxiety and irrational beliefs about mathematics (effects that remained consistent at follow-up) than students in the control group.
期刊介绍:
The South African Journal of Psychology publishes contributions in English from all fields of psychology. While the emphasis is on empirical research, the Journal also accepts theoretical and methodological papers, review articles, short communications, reviews and letters containing fair commentary. Priority is given to articles which are relevant to Africa and which address psychological issues of social change and development.