Psychological intervention for career self-esteem among students of agricultural education programme

Abstract

Background: This study determined the efficacy of rational career intervention on career self-esteem of students of Agricultural education programmed in Universities in Southeast Nigeria. Methods: Data were collected from a sample of 54 students. The sampled students were allocated to 2 (treatment and control) groups using the sequence allocation software package. Students in the treatment group were counseled through a rational career intervention programmed that lasted for 12 sessions while similar students in the control group were not treated. The 2 groups of students were then assessed 3 times based on a career self-esteem scale. Data collected were analyzed using Analysis of variance and partial eta square statistical tools. Results: The study’s findings indicated a strong impact of rational career intervention on career self-esteem levels. The findings also showed that group and gender interaction effects had a substantial impact on the professional self-esteem scores of students in agricultural education. The findings also indicated a statistically significant relationship between time and students career self-esteem in agricultural education. The findings also showed that the group and time interaction effect had a substantial impact on the professional self-esteem scores of students in agricultural education. The follow-up findings showed that the rational career intervention has a long-term impact on career self-esteem among students in Agricultural Education. Conclusion: It was concluded that rational career intervention is useful in improving self-esteem among students of agricultural education in universities in Southeast Nigeria. It was then recommended that year-1 students should be counseled immediately after registration.