Influence of parental education levels on eating habits of pupils in Nigerian primary schools
- Umoke, MaryJoy, Umoke, Prince C. I., Onyeke, Nkechi G., Victor-Aigbodion, Vera, Eseadi, Chiedu, Ebizie, Elizabeth N., Obiweluozo, Patience Enuma, Uzodinma, Uchenna Eugenia, Chukwuone, Chiamaka Adaobi, Dimelu, Ifeoma Ngozi, Uwakwe, Rowland C., Uba, Mercy Benedette Ifeoma, Elom, Chinyere Ori, Folorunsho, Raphael Oluwasina Babalola
- Authors: Umoke, MaryJoy , Umoke, Prince C. I. , Onyeke, Nkechi G. , Victor-Aigbodion, Vera , Eseadi, Chiedu , Ebizie, Elizabeth N. , Obiweluozo, Patience Enuma , Uzodinma, Uchenna Eugenia , Chukwuone, Chiamaka Adaobi , Dimelu, Ifeoma Ngozi , Uwakwe, Rowland C. , Uba, Mercy Benedette Ifeoma , Elom, Chinyere Ori , Folorunsho, Raphael Oluwasina Babalola
- Date: 2020
- Subjects: Eating Habits , Parents’ education level , Pupils
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/10210/452809 , uj:39949 , Citation: Umoke, M. et al. 2020. Influence of parental education levels on eating habits of pupils in Nigerian primary schools. Medicine (2020) 99:43. http://dx.doi.org/10.1097/MD.0000000000022953
- Description: Abstract: This study investigated the eating habits of pupils in Nigerian primary schools based on the respective education levels of their parents. Data were obtained using the Child Eating Behavior Questionnaire (CEBQ). Participants included a total of 144 pupils who were purposively selected from 6 primary schools. Based on responses, a cross-sectional analytic study design was implemented to investigate how parental education levels (PELs) influenced the eating habits of their children. Data assessment was performed using a one-way between-group analysis of variance at the .05 probability level. PELs significantly affected the eating habits of participants, respectively. Specifically, low PEL was associated with more satiety responsiveness to food (F [2, 141]=14.251, P<.001), higher responsiveness to food (F [2, 141]=36.943, P=<.001) greater food enjoyment (F [2, 141]=93.322, P<.001), greater drinking desires (F [2, 141]=23.677, P<.001), and the tendency for emotional over-eating (F [2, 141]=13.428, P<.001), while high PEL was associated with slower eating (F [2, 141]=11.665, P<.001), fussier responses to food (F [2, 141]=14.865, P<.001), and a higher tendency for emotional under-eating (F [2, 141]=5.137, P<.01). This study examined PELs in relation to the respective eating habits of their children, who were attending Nigerian primary schools. Data showed that children with parents who had high, middle, and low education levels tended to exhibit progressively worse eating habits, in descending order.
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- Authors: Umoke, MaryJoy , Umoke, Prince C. I. , Onyeke, Nkechi G. , Victor-Aigbodion, Vera , Eseadi, Chiedu , Ebizie, Elizabeth N. , Obiweluozo, Patience Enuma , Uzodinma, Uchenna Eugenia , Chukwuone, Chiamaka Adaobi , Dimelu, Ifeoma Ngozi , Uwakwe, Rowland C. , Uba, Mercy Benedette Ifeoma , Elom, Chinyere Ori , Folorunsho, Raphael Oluwasina Babalola
- Date: 2020
- Subjects: Eating Habits , Parents’ education level , Pupils
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/10210/452809 , uj:39949 , Citation: Umoke, M. et al. 2020. Influence of parental education levels on eating habits of pupils in Nigerian primary schools. Medicine (2020) 99:43. http://dx.doi.org/10.1097/MD.0000000000022953
- Description: Abstract: This study investigated the eating habits of pupils in Nigerian primary schools based on the respective education levels of their parents. Data were obtained using the Child Eating Behavior Questionnaire (CEBQ). Participants included a total of 144 pupils who were purposively selected from 6 primary schools. Based on responses, a cross-sectional analytic study design was implemented to investigate how parental education levels (PELs) influenced the eating habits of their children. Data assessment was performed using a one-way between-group analysis of variance at the .05 probability level. PELs significantly affected the eating habits of participants, respectively. Specifically, low PEL was associated with more satiety responsiveness to food (F [2, 141]=14.251, P<.001), higher responsiveness to food (F [2, 141]=36.943, P=<.001) greater food enjoyment (F [2, 141]=93.322, P<.001), greater drinking desires (F [2, 141]=23.677, P<.001), and the tendency for emotional over-eating (F [2, 141]=13.428, P<.001), while high PEL was associated with slower eating (F [2, 141]=11.665, P<.001), fussier responses to food (F [2, 141]=14.865, P<.001), and a higher tendency for emotional under-eating (F [2, 141]=5.137, P<.01). This study examined PELs in relation to the respective eating habits of their children, who were attending Nigerian primary schools. Data showed that children with parents who had high, middle, and low education levels tended to exhibit progressively worse eating habits, in descending order.
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Managing job stress in teachers of children with autism : a rational emotive occupational health coaching control trial
- Ogba, Francisca N., Onyishi, Charity N., Victor-Aigbodion, Vera, Abada, Ifeanyichukwu M., Eze, Uchenna N., Obiweluozo, Patience E., Ugodulunwa, Christiana N., Igu, Ntasiobi C.N., Okorie, Cornelius O., Onu, JeanFrance C., Eze, Angela, Ezeani, Emmanuel O., Ebizie, Elizabeth N., Onwu, Alexandra O.
- Authors: Ogba, Francisca N. , Onyishi, Charity N. , Victor-Aigbodion, Vera , Abada, Ifeanyichukwu M. , Eze, Uchenna N. , Obiweluozo, Patience E. , Ugodulunwa, Christiana N. , Igu, Ntasiobi C.N. , Okorie, Cornelius O. , Onu, JeanFrance C. , Eze, Angela , Ezeani, Emmanuel O. , Ebizie, Elizabeth N. , Onwu, Alexandra O.
- Date: 2020
- Subjects: Children with autism , Job stress , Rational emotive occupational health coaching
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/10210/453550 , uj:40045 , Citation: Ogba, F.N. et al. 2020. Managing job stress in teachers of children with autism A rational emotive occupational health coaching control trial.
- Description: Abstract: 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. Abbreviations: ABCDE = activating event, beliefs, consequences, disputation and effective world view, CI = confidence interval, df = Degree of Freedom, IIG = immediate Intervention Group, ŋ2 = partial eta squared (effect size), OSI = occupational stress index, POSS = perceived occupational stress scale, REBT = Rational Emotive Behavioural Therapy, REOHC = Rational Emotive Occupational Health Coaching, SISQ = single-item stress questionnaire, SSS = Stress Symptom Scale, WLG = waitlist group.
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- Authors: Ogba, Francisca N. , Onyishi, Charity N. , Victor-Aigbodion, Vera , Abada, Ifeanyichukwu M. , Eze, Uchenna N. , Obiweluozo, Patience E. , Ugodulunwa, Christiana N. , Igu, Ntasiobi C.N. , Okorie, Cornelius O. , Onu, JeanFrance C. , Eze, Angela , Ezeani, Emmanuel O. , Ebizie, Elizabeth N. , Onwu, Alexandra O.
- Date: 2020
- Subjects: Children with autism , Job stress , Rational emotive occupational health coaching
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/10210/453550 , uj:40045 , Citation: Ogba, F.N. et al. 2020. Managing job stress in teachers of children with autism A rational emotive occupational health coaching control trial.
- Description: Abstract: 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. Abbreviations: ABCDE = activating event, beliefs, consequences, disputation and effective world view, CI = confidence interval, df = Degree of Freedom, IIG = immediate Intervention Group, ŋ2 = partial eta squared (effect size), OSI = occupational stress index, POSS = perceived occupational stress scale, REBT = Rational Emotive Behavioural Therapy, REOHC = Rational Emotive Occupational Health Coaching, SISQ = single-item stress questionnaire, SSS = Stress Symptom Scale, WLG = waitlist group.
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