Academic burnout among undergraduate history students: Effect of an intervention

Abstract

Background:This study aimed to examine the effect of an online psychological intervention on academic burnout of undergraduate history students in Nigeria.Method:The sample for the study consists of burned-out undergraduate history students selected randomly from public universities. A total of 18 undergraduate history students with moderate to high burnout symptoms were randomly allocated to the online intervention group, while 17 were randomly assigned to the waitlist control group.Results:The use of online rational emotive behavior therapy (online REBT) effectively reduced academic burnout and sustained this significant reduction among Nigerian undergraduate history students compared with a waitlist control condition.Conclusion:Online rational emotive behavior therapy intervention delivered to undergraduate history students brought about a significant decrease in academic burnout. Further studies should expand the benefits of online psychological intervention for burnout treatment among Nigerian undergraduate history students.