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European Journal of Sustainable Development

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##plugins.schemas.marc.fields.title.name## Effects of Rational Emotive Behaviour Therapy and Emotional Intelligence on Mathematics Anxiety of In-School Adolescents in Owerri Municipal Nigeria
 
##plugins.schemas.marc.fields.creator.name## Okoiye, Ojaga Emmanuel
Ukah, Petronilla Ngozi
Nwoga, Anayochi N.
 
##plugins.schemas.marc.fields.description.name## The impact of mathematics anxiety on the academic well-being of most in-schooladolescents is quite frustrating. This development causes fear, apprehension and learnedhelplessness that can mar in-school adolescent’s potentials. Therefore, in line with thiscontext, this study through a pretest-posttest, control group quasi-experimental designinvestigated the effects of rational emotive behaviour therapy and emotional intelligencetechnique on the mathematics anxiety of in-school adolescents in Owerri Municipal ImoState Nigeria. Purposive sampling technique was used to select 60 participants from threerandomly selected secondary schools in Owerri Municipal. The participants were randomlyassigned to treatment and control groups. The two treatment groups were exposed toeight-weeks training in Rational Emotive Behaviour Therapy and Emotional Intelligence,while participants in the control group received no training. One validated instrument:Fennema-Sherman Mathematics Anxiety Scale (FSMAS) (α= 0.92) was used. Fourhypotheses were tested at 0.05 level of significance. Data was analysed using Analysis ofCovariance. There was significant main effect of treatment on the ability of in-schooladolescents to manage mathematics anxiety (F (3, 56) = 26.98, p<0.05). Also, age wasfound to have significant main effect on the mathematics anxiety of in-school adolescentsparticipants (F (2, 57) = 4.287, p<0.05). The results further indicated that there was nosignificant main effect of gender on the mathematics anxiety of in-school adolescentsbetween male and female participants. Likewise, there was no significant interaction effectof treatment, age and gender on mathematics anxiety of in-school adolescent’sparticipants. School counselling psychologists could adopt the two interventions tomanage mathematics anxiety of in-school adolescents.
 
##plugins.schemas.marc.fields.publisher.name## European Center of Sustainable Development
 
##plugins.schemas.marc.fields.contributor.name##
 
##plugins.schemas.marc.fields.date.name## 2013-10-01
 
##plugins.schemas.marc.fields.type.name## info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
 
##plugins.schemas.marc.fields.format.name## application/pdf
 
##plugins.schemas.marc.fields.identifier.name## http://www.ecsdev.org/ojs/index.php/ejsd/article/view/69
10.14207/ejsd.2013.v2n3p85
 
##plugins.schemas.marc.fields.source.name## European Journal of Sustainable Development; Vol 2, No 3; 85 - 98
2239-6101
2239-5938
 
##plugins.schemas.marc.fields.language.name## eng
 
##plugins.schemas.marc.fields.relation.name## http://www.ecsdev.org/ojs/index.php/ejsd/article/view/69/63
 
##plugins.schemas.marc.fields.rights.name## This work is licensed under a Creative Commons Attribution-NonCommercial 3.0 Unported License.Authors of articles published in the European Journal of Sustainable Development retain copyright on their articles. Authors are therefore free to disseminate and re-publish their articles, subject to any requirements of third-party copyright owners and subject to the original publication being fully cited.  The ability to copy, download, forward or otherwise distribute any materials is always subject to any copyright notices displayed. Copyright notices must be displayed prominently and may not be obliterated, deleted or hidden, totally or partially.