Scholarlink

<p>The prevalence of examination cheating has continued to impact educational assessments all over the world. This study leveraged on using rational emotive behavioral therapy (REBT), a cognitive behavioral therapy (CBT) approach to treat examination cheating behavior among secondary school students in Nigeria. The researcher used a quasi-experimental design-specifically, the pre-test, post-test non-equivalent control group design. A sample of 67 (35 male and 32 female) students was used in the study. The examination cheating behavior scale (ECBS) with a reliability index of .86 was administered at the pretest and posttest stages. The treatment manuals for REBT and conventional counseling (CC) were used by two therapists to administer the interventions which lasted for a total of five weeks. Frequency count, mean, standard deviation, Chi-square, and ANCOVA were used in the analysis. The findings highlight the potency of REBT in the treatment of examination cheating behavior. Findings also&#xa0;demonstrate that gender influences examination cheating behavior among students. Additionally, the findings&#xa0;showed a significant interaction effect of interventions and gender on the examination cheating behavior scores of students. Conclusively,&#xa0;REBT is significantly a potent intervention for the treatment of unethical or maladaptive behaviors like examination cheating behavior. Moreover,&#xa0;REBT was more potent on male students compared to female students.</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

Application of Rational Emotive Behavioral Therapy (REBT) in the Treatment of Examination Cheating Behavior among Students

  • 期刊论文

  • 发表日期：

    2025年1月24日

查看全文
  • Christopher Adah Ocheni,
  • Uche Louisa Nwatu,
  • Barielnen Vita,
  • Ifesinachi Jude Ezugwu,
  • John Joseph Agah,
  • Basil Chinecherem Ezennadi Oguguo,
  • Adashona Obiamaka Ekwulugo,
  • Juliet Ogechukwu Nwatu

摘要

The prevalence of examination cheating has continued to impact educational assessments all over the world. This study leveraged on using rational emotive behavioral therapy (REBT), a cognitive behavioral therapy (CBT) approach to treat examination cheating behavior among secondary school students in Nigeria. The researcher used a quasi-experimental design-specifically, the pre-test, post-test non-equivalent control group design. A sample of 67 (35 male and 32 female) students was used in the study. The examination cheating behavior scale (ECBS) with a reliability index of .86 was administered at the pretest and posttest stages. The treatment manuals for REBT and conventional counseling (CC) were used by two therapists to administer the interventions which lasted for a total of five weeks. Frequency count, mean, standard deviation, Chi-square, and ANCOVA were used in the analysis. The findings highlight the potency of REBT in the treatment of examination cheating behavior. Findings also demonstrate that gender influences examination cheating behavior among students. Additionally, the findings showed a significant interaction effect of interventions and gender on the examination cheating behavior scores of students. Conclusively, REBT is significantly a potent intervention for the treatment of unethical or maladaptive behaviors like examination cheating behavior. Moreover, REBT was more potent on male students compared to female students.