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Ethical issues such as value decadence, moral laxity, and negative attitudes to work among Nigerian employees such as teachers remain worrisome trends especially with regards to professional integrity. These problems in workplace settings could be associated with negative perceptions of organizational demands, values, and principles. Given this, this study examined the effect of rational emotive occupational intervention on the perceptions of work value and ethical practices among primary school teachers in Nigeria. A group-randomized control intervention with 148 primary school teachers as participants was employed. Participants were allocated to the treatment group (n = 74) and waitlisted control group (n = 74). The participants in the treatment group received a 12-week program whereas the comparison group was waitlisted, evaluated at three points. The results showed that rational emotive behavioral occupational intervention was significant in the work values of primary school teachers in Nigeria as measured by Organizational Values Scale and Value Congruence Scale. Rational emotive occupational intervention was significant in the ethical sensitivity of primary school teachers in Nigerian as measured by Ethical Sensitivity Scale. It was also found that the rational emotive behavioral occupational intervention has long-term significant effects on work value and ethical practices among primary school teachers in Nigeria as measured by Organizational Values Scale, Ethical Sensitivity Scale, and Value Congruence Scale. Therefore, we conclude that rational emotive behavioral occupational intervention is effective in reducing the negative perceptions of work value and ethical practices among primary school teachers in Nigeria.

Globally, considerable number of students experienced test anxiety. This study tested the efficacy of the FEAR—model of cognitive behavioural therapy in treating test anxiety in Chemistry students. We adopted a randomized pretest-posttest trial experimental design. A total of 153 participants served as the study sample. Two instruments were used for data collection. The participants were administered the instruments at three different times. Treatment manual for test anxiety was employed to deliver the therapy. Data analysis was completed using analysis of covariance. The researchers found that FEAR-model of CBT had a significant effect on participants’ test anxiety scores as measured by Cognitive Test Anxiety scale, German Test Anxiety Inventory, and Beck Anxiety Inventory at posttest and follow-up stages. The researchers concluded that FEAR—Model of Cognitive Behavioural Therapy is efficacious in the reduction of test anxiety among undergraduate Chemistry students in public universities.

Background: Visually impaired students have been reported to struggle with value system and rash decision making process. This study examined the impact of rational emotive behavioral therapy (REBT) in reducing negative personal value system of visually impaired people. Method: A group-randomized trial design was adopted using 56 students with visual impairment. The participants received a value-based rational emotive behavior progamme and were assessed at 3 points using PVS and ABS-2-AV. Results: The result of analysis of covariance showed that there was no significant difference between the treatment and control groups in initial personal value in Nigerian as measured by PVS. At the post-treatment the effect of V-REBP was significant in personal value and follow-up assessment respectively in favour of treatment group. Conclusion: We concluded that there is significant impact of rational emotive behavioral therapy on reduction of negative personal value system of students with visual impairment.

Background/Objective: The importance of critical thinking in improving treatment practices in, for instance, the nursing profession, cannot be overemphasized. Despite this importance, empirical studies have shown that helping strategies to train learners on critical thinking disposition are needed. Given this knowledge gap, this study investigated the impacts of cognitive-behavioral reflective training for improving the critical thinking disposition of nursing students. Method: Of all the students screened, a total of 167 participants were assigned to the treatment group and waitlisted control group. A researchers-developed training program aimed at improving critical thinking disposition was delivered in English language by therapists. Results: Repeated-measures ANOVA showed that there was no significant difference between the critical thinking disposition of nursing students in the treatment and control groups as measured by CTDI-M at the posttest. At the posttreatment and follow-up measures, there were consistently improved impacts of CBRT on the critical thinking disposition of nursing students in Nigeria as measured by CTDI-M. Conclusion: Following the results, we concluded that cognitive-behavioral reflective training was beneficial and had sustained improvement in enhancing the critical thinking disposition of nursing students.

Pathological gambling is a developmental disorder usually associated with a continuous loss of control over gambling; it also involves a preoccupation with gambling and with obtaining money for the same purpose of gambling, irrational thinking, and a continuation of the behaviour despite being aware of its adverse consequences. This study examined the effectiveness of group cognitive-behavioural therapy (GCBT) on pathological gambling among Nigerian students. The study used a group randomised controlled trial design to assign participants to intervention and control groups. A total of 40 undergraduate students, aged 18–30, were classified as pathological gamblers (participants) in this study. Participants completed self-report scales titled South oaks gambling screen and Gambling Symptom Assessment Scale at three-time points. The intervention lasted for 8 weeks. The data collected were statistically analysed using repeated-measures ANOVA. Results revealed that GCBT has a significant effect in decreasing the symptoms of pathological gambling among the participants in GCBT compared to those in the control group and that the improvements were maintained at follow-up. The study concluded that group cognitive-behavioural therapy is impactful therapy in reducing pathological gambling among students. It has also validated the effectiveness of cognitive-behavioural therapy in altering erroneous thoughts and replacing it with a better alternative realistic way of thinking.

Background: Most classroom teachers are weak in constructing test items for assessment of students. This study examined the effects of cognitive behavioral active engagement training on test items construction skills among primary school teachers in Nigeria. Methods: We adopted a randomized pretest–posttest control group design. A total of 148 participants served as the study sample. One instrument was used for data collection. The participants were administered the instrument at 4 different times. Test construction guide was employed to implement the training. Data analysis was completed using analysis of covariance. Results The researchers found that cognitive behavioral active engagement training had a significant effect on participants’ test items construction scores as measured by test construction skills inventory at posttest, first and second follow-up stages. Conclusion The researchers concluded that cognitive behavioral active engagement training is efficacious in the improvement of test items construction skills among primary school teachers in Nigeria.

This study determined the effects of mother-child mediated learning (MCML) strategies on the psychological resilience (PR) and cognitive modifiability (CM) of children with learning disabilities (LD) using a structural equation modeling (SEM) approach. The study utilized a sample of 60 mothers and 60 children with LD. These children were both male (63%) and female (37%) primary five level children diagnosed with LD and were sampled from inclusive primary schools in Enugu State, Nigeria. The mean age and standard deviation of the children was 10.5 ± 1.04 years. Data collected were analyzed using a SEM approach. The findings of the study showed that (a) the causal model for the explanation of the effects of MCML on the PR and CM of pupils with LD significantly fitted in the observed causal model and (b) MCML had a significant effect on the PR as well as CM of children with LD. One implication of this study is that the PR, as well as the CM of children with LD, can be enhanced through MCML.