Moderating Role of Initiative on the Relationship Between Intrinsic Motivation, and Self-Efficacy on Entrepreneurial Intention.

The growing population of new graduates and the increasing scarcity of employment opportunities have made entrepreneurship an unavoidable option for employment and self-sustenance. This study investigates the effect of the initiative in moderating the relationship between intrinsic motivation, self-efficacy, and entrepreneurship intention through the integrated framework of theory of planned behaviour, self-determination, and humanism. This study contributes insights to how these factors moderated by initiative influence entrepreneurial intention among graduating students of tertiary institutions in Nigeria. This study adopted a cross-sectional design to examine the moderating role of initiative on the relationship between intrinsic motivation, and self-efficacy on entrepreneurial intention among Nigerian graduates. A total number of 688 graduate students, including 266 (38.6%) males and 422 (61.4%) females with a mean age of 24.30 years (SD = 3.69), participated in the study. Participants responded to a self-report questionnaire containing Initiative, Intrinsic motivation, self-efficacy, and entrepreneurial intention scales. Results showed that all the variables correlated positively with entrepreneurial intention. Furthermore, initiative moderated the relationship between self-efficacy and entrepreneurial intention [value and start-ups/operations (OPS)], such that high self-efficacy with high initiative showed higher entrepreneurial intention (value). While to those with low self-efficacy and low initiative, high self-efficacy with high initiative showed higher entrepreneurial intention (OPS) compared to low self-efficacy and low initiative. The study highlighted the role of initiative in transforming young graduates' entrepreneurial intention into full-fledged entrepreneurs.

Zoom-based GROW coaching intervention for improving subjective well-being in a sample of school administrators: A randomized control trial.

Background/objective: Poor subjective well-being is a risk factor for poor health; and threatens school administrators' leadership roles and overall occupational and personal outcomes. Online digital care and coaching such as Zoom-delivered GROW (Z-GROW) coaching may be an invaluable approach to building resilience and improving well-being. This study investigated the effectiveness of the Z-GROW coaching model in enhancing self-reported well-being in a sample of school administrators in South-East Nigeria. Method: A randomized control trial was conducted with a sample of 109 school administrators who met the inclusion criteria. Participants were allocated into Z-GROW (N = 55) and waitlist control (N = 54) groups. A 2-hour Z-GROW programme was delivered to the Z-GROW intervention group weekly for 9 weeks. Subjective well-being was measured using the Satisfaction with Life Scale (SWLS), the Scale of Positive and Negative Experience (SPANE), and the Flourishing Scale (FS). Data were collected on three occasions: pre-intervention, post-intervention, and follow-up using the same measures. All data were analyzed using descriptive and inferential statistics. The presentation of data was supported by figures and charts. Results: Results revealed that school administrators' three dimensions of subjective well-being significantly improved following the Z-GROW intervention. It was further shown that the improved state of participants was sustained through a 3-monthfollow-up assessment. Conclusion: Based on the findings, it can be concluded that intervention using GROW coaching in the zoom platform improves the self-reported well-being of school administrators. The outcomes of this study present the Z-GROW model as a viable intervention for subjective well-being and other mental health conditions among school administrators. Through the Z-GROW model, employees can access occupational health coaching from the comfort of their homes.

Effectiveness of cognitive behavioral therapy with yoga in reducing job stress among university lecturers.

Introduction: Job stress is highly prevalent in the workforce worldwide, and tends to threaten employees' physical and mental wellbeing, reducing organizational outcomes. The negative impacts of workplace stress on academics have been found to disproportionately interfere with both institutional research productivity and students' learning outcomes. This study analyzed data from a randomized control trial, to validate the effectiveness of cognitive behavioral therapy combined with yoga in treating job-related stress among lecturers from two Universities in South-East, Nigeria. Methods: Participants included 93 academic staff members from two Federal Universities in Enugu and Ebonyi States in Nigeria. We assigned participants to Y-CBT (N = 46) and waitlist control (N = 47) groups using random sampling techniques. A 2-h Y-CBT program was delivered weekly for a period of 12 weeks. Two instruments were used to collect data for the study. Single Item Stress Questionnaire (SISQ) was employed to identify the potential participants, while the teachers' Stress Inventory (TSI) was served for data collection at baseline, post-intervention, and follow-up tests. Mean, standard deviations, t-test, statistics, and repeated measures Analysis of Variance, were used to analyze data for the study. Results: Results revealed that the perception of stressors and stress symptoms reduced significantly at post-test and follow-up assessments following Y-CBT intervention. Discussion and conclusion: The outcomes of this study support the prior that Y-CBT is valuable for harmonizing mind and body for a stable psychological state. The conclusion was that Y-CBT can minimize the perception of stressors and stress manifestation among university lecturers.

Stress in teachers of children with neuro-developmental disorders: Effect of blended rational emotive behavioral therapy.

BACKGROUND/OBJECTIVES: Neuro-developmental disorders impose a wide range of learning barriers on learners, increasing stress among their teachers. Evidence attests to the heightened stress among teachers teaching children with such conditions. This study tested the efficacy of blended Rational Emotive Behavior Therapy in reducing job stress among teachers of children with neuro-developmental disorders in Abia State, Nigeria. METHOD: The current study adopted a group-randomized waitlist control trial design with pretest, post-test, and follow-up assessments. Participants (N = 83) included teachers of children with neuro-developmental disorders in inclusive and specialized schools. The blended Rational Emotive Behavior Therapy group participated in a 2 h intersession face-to-face and online Rational Emotive Behavior Therapy (REBT) program weekly for 12 weeks. Data were collected using the Single Item Stress Questionnaire, Teachers' Stress Inventory, and Participants' Satisfaction questionnaire. The waitlisted group also received a blended Rational Emotive Behavior Therapy intervention after all data collection. Data collected at baseline; post-test as well as follow-up 1 and 2 evaluations were analyzed using mean, standard deviation, t-test statistics, repeated measures analysis of variance, and charts. RESULTS: Results revealed that the mean perceived stress, stress symptoms, and the total teachers' stress score of the blended Rational Emotive Behavior Therapy group at post-test and follow-up assessments reduced significantly, compared to the waitlisted group. Participants also reported a high level of satisfaction with the therapy and procedures. CONCLUSION: From the findings of this study, we conclude that blended Rational Emotive Behaviour Therapy is efficacious in occupational stress management among teachers of children with neuro-developmental disorders.

Yoga complemented cognitive behavioral therapy on job burnout among teachers of children with autism spectrum disorders.

BACKGROUND/OBJECTIVE: Job burnout is a syndrome of reaction to chronic job-related stress which affects overall health, limits occupational efficacy, and personal accomplishments of employees thereby thwarting organizational outcomes. Burnout symptoms are common among teachers of children with autism spectrum disorders (ASD) and affect the academic progress of the children. This study investigated the effectiveness of Yoga-based cognitive behavioral therapy (Y-CBT) in reducing occupational burnout among teachers of children with autism in Lagos States, Nigeria. METHODS: A group-randomized control-trial with immediate intervention and waitlist control groups was design was adopted. Participants included 58 teachers of children with autism in public and private special schools in the area. Participants were randomly assigned to Y-CBT (N = 29) and waitlist control (N = 29) groups. The Y-CBT group participated in a 2 hours Y-CBT program weekly for 12 weeks. Three instruments Demographic variable, Single Item Stress Questionnaire (SISQ), and Maslach Burnout Inventory-Educators' Survey (MBI-ES) were used to collect data. Data were collected at baseline; post-test and follow-up evaluations. Data were analyzed using means, standard deviations, t test statistics, repeated measures analysis of variance, and bar charts. RESULTS: Results revealed that job-burnout reduced significantly at post-test assessment among the Y-CBT group compared to the waitlisted group. The reduction in the participant was sustained across 3months follow-up evaluation. CONCLUSION: It was concluded that Y-CBT modalities could help to reduce the burnout symptoms among teachers of children with ASD.

Managing job stress in teachers of children with autism: A rational emotive occupational health coaching control trial.

BACKGROUND/OBJECTIVE: Teaching has been found to be 1 of the most stressful occupations worldwide. Stress associated with teaching is more critical among teachers teaching children with special needs in general and those with autism specifically, partly due to the heterogeneous nature of the disorders. The purpose of this study was to investigate the effectiveness of Rational Emotive Occupational Health Coaching (REOHC) in minimizing job stress in teachers of children with autism (CWA). METHODS: A group-randomized waitlist control-trial design was adopted. A sample of 87 teachers of CWA who participated in the study was randomized into the immediate intervention group (IIG) and waitlist group (WLG). Participants were evaluated on 3 occasions: pretest, post-test and follow-up. Three instruments (Occupational Stress Index, Perceived Occupational Stress Scale and Stress Symptom Scale) were used to measure dimensions of job stress. After the pretest exercise, the IIG participated in a 2-hour REOHC programme weekly for a period of 12 weeks. Post- and follow-up evaluations were conducted respectively at 2 weeks and 3 months after the REOHC programme. Those in WLG were exposed to the REOHC after the follow-up assessment. Data collected were analysed using t-test statistics, repeated measures analysis of variance and bar charts. RESULTS: Results revealed that the perceived stress and stress symptoms of the REOHC group reduced significantly over WLG at post-test, and follow-up assessments. Changes in the occupational stress index scores across pre-, post- and follow-up measurements were minimal and could not account for a significant difference between the IIG and WLG. CONCLUSION: It was concluded that REOHC is effective in reducing subjective feelings and physiological symptoms of job stress, even when the objective stressors remain constant among teachers of CWA and other employees who work in stressful occupational environments.

Impact of rational emotive occupational health coaching on work-related stress management among staff of Nigeria police force.

BACKGROUND: Empirical studies indicated that job-related stress is threatening the well-being of Nigerian public workers. The objective of this investigation was to examine the impact of REOHC for improving work-stress management among Staff of Nigeria Police Force in southeast Nigeria. METHOD: This is a pretest-posttest control group design study with follow-up. A total of 63 Nigerian police officers (randomized into one of 2 groups: n = 32 for treatment group, n = 31 for waitlist control group) completed the study. Two self-report questionnaire measuring organizational and operational stressors associated with police general well-being were used as outcome measures. The intervention group received a 12-week REBC manual intervention. The intervention and waitlisted groups were evaluated at 3-time points: Time1, Time2, and Time3. Statistical analyses were achieved using repeated-measures ANOVA. RESULTS: Results showed that there was no significant difference between the REOHC group and waiting-list control group in initial work-related stress management among staff of Nigerian Police Force. REOHC program had a significant effect on work-related stress management among staff of Nigerian Police Force when compared to their counterparts in the waiting-list control group. CONCLUSION: Therefore, REOHC program is a time-effective treatment approach for improving work-stress management among Staff of Nigeria Police Force in southeast Nigeria.

Effectiveness of music therapy with relaxation technique on stress management as measured by perceived stress scale.

BACKGROUND: Living in Nigerian environment is enough stress. In our time, many students could not cope with the stress of school environment like ours and others are still suffering from different health problems attributed to stress. Based on this, we investigated the effect of music therapy with relaxation technique on stress management among university students in southeastern Nigeria. METHODS: Participants for the study were 142 university students in the Southeastern Nigeria. Perceived stress scale (PSS) was used to measure the symptoms of stress. Statistical tool used was repeated measures with analysis of variance (ANOVA) to ascertain the effectiveness of music therapy with relaxation. Among other tools used was Partial η to examine the effect sizes and level of changes inthemanagement of stress across groups. RESULTS: The finding indicated that there were no baseline differences in levels of stress management between participants in the treatment and waitlist control conditions. Results revealed significant improvement in stress management for participants in the music therapy with relaxation group, whereas the waitlist control group showed no significant change in their score over the same period. Furthermore, the positive effect of music therapy with relaxation was maintained at follow-up. CONCLUSION: The findings of this study suggest that the efficacy of music therapy with relaxation technique for improving the students' stress management can be consistent at follow-up. Hence, music therapists, counsellors and psychotherapists should continue to investigate the beneficial effects of music therapy with relaxation on stress management among university students in every part of the world.