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Chukwuma JN, Areji AC, Obumse NA, Eze E, Amadi K, Agbo CO, Nweze CA, Eze CF, Omeh SO, Elom CO, Ari AO, Obeagu EI, Omeje GN. Impact of exposure to rational career reflective training on work-related ethics among student-philosophers. Medicine (Baltimore) 2023; 102:e35608. [PMID: 37861501 PMCID: PMC10589549 DOI: 10.1097/md.0000000000035608] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 06/07/2023] [Accepted: 09/21/2023] [Indexed: 10/21/2023] Open
Abstract
BACKGROUND Teaching individuals at the early-career stage what and how to respect organizational codes of conduct is a good step in creating a democratic working environment. As a result, it is important to coach students in sustaining organizational well-being by seeking the truth, teaching the truth and upholding the truth. Currently, how these are taught in institutions of higher learning lacks structure. In fact, some graduate students are displaying work-deviant behaviors showing that they have poor perceptions of work-related ethics. Using this reason, we tested the impact of exposure to rational career reflective training on work-related ethics among student-philosophers. METHODS This is a pretest, posttest with a follow-up pure experimental design was used. A total of 105 student-philosophers were recruited, assessed 3 times using Ethics and irrational beliefs measures, and coached by therapists. The participants were exposed to 12-session rational career reflective training. The data collected were subjected to a multivariate statistical analysis to test how effective the intervention was in changing negative perceptions about ethics. RESULTS It was found that rational career reflective training changes negative perceptions about work-related ethics among student-philosophers. The effectiveness of rational career reflective training is not statistically influenced by gender and group interaction. Gender does not moderate the impact of the intervention. CONCLUSION This study finally suggests that rational career reflective training effectively changes negative perceptions about ethics among student-philosophers. Thus, recommends the advancement of Ellis principles in other workplaces and across populations.
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Affiliation(s)
| | | | - Nneka Anthonia Obumse
- Department of Educational Foundations, Faculty of Education, Chukwuemeka Odumegwu Ojukwu University, Anambra State, Nigeria
| | - Emmanuel Eze
- Department of Social Science Education, Faculty of Education, University of Nigeria, Nsukka, Nigeria
| | - Kingsley Amadi
- Department of Sociology and Anthropology, Faculty of Social Sciences, University of Nigeria, Nsukka, Nigeria
| | | | - Celestina Adaeze Nweze
- Directorate of General and Entrepreneurial Studies, David Umahi Federal University of Health Sciences, Uburu Ebonyi State, Nigeria
| | - Chima Fidelis Eze
- Humanities Unit, School of General Studies, University of Nigeria, Nsukka, Nigeria
| | - Samuel O. Omeh
- Department of Social Science Education, Faculty of Education, University of Nigeria, Nsukka, Nigeria
| | - Chinyere O. Elom
- Department of Guidance and Counselling, Faculty of Education, Alex Ekwueme, Federal University, Ikwo, Ebonyi State, Nigeria
| | - Abubakar Omame Ari
- Department of Educational Foundations, Faculty of Education, University of Nigeria, Nsukka, Nigeria
| | | | - Grace Ngozi Omeje
- Department of Educational Foundations, Faculty of Education, University of Nigeria, Nsukka, Nigeria
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