Vol. 12 No. 1 (2023): KONSELOR

The exploration of students' potential and learning capacities may provide deeper insights into their characteristics and serve as a foundation for providing practical career guidance, especially for those with specific learning disabilities (SLDs). This article presents an examination of career counselling models and services for students with SLDs. The chosen methodology for this research was a narrative literature review. Some examples of career counselling models discussed in this article include the trait-and-factor model, the client-centered career counselling model, and the faith-based career counselling model. The provision of career counselling services to students with SLDs was addressed, including aspects such as choosing a career and promoting a balance between their professional and personal lives. Career counselling models provide counsellors with a practical framework for implementing career counselling with students. These models are particularly valuable in offering practical career assistance to students with SLDs. It is advisable for career counsellors to acquire a deeper understanding of the experiential worldviews held by students with specific learning disabilities, recognise the potential impact of these disabilities on students' sense of self, and formulate interventions aimed at facilitating these students' adaptation to the educational environment and professional settings. Students with specific SLDs who use career counselling services are afforded the chance to develop a professional identity that is in congruence with the demands of the current job market.

Health workers are jobs that have a heavy burden. Long and uncertainty of working hours, patients with various characteristics with various diseases causing health workers to tend to have high levels of burnout. The purpose of this study is to aim to see the role of job control and coping strategies as a moderator in the relationship between emotional work demands and burnout. This research is a cross-sectional quantitative study which has a sample of 142 health workers. This study uses instruments from Oldenburg Burnout Inventory, Copenhagen Psychosocial Questionnaire II (COPSOQ II), Copenhagen Psychosocial Questionnaire and Brief COPE Inventory (Coping Orientation to Problems Experienced). Data processing uses process macro moderation analysis by Andrew F. Hayes through the SPSS Program. The results of the study show there are moderation effects of job control and coping strategies on emotional job demands and different dimensions of burnout. Job control as job resources moderates emotional job demands and the exhaustion dimension of burnout. While coping strategies as personal resources between emotional job demands and the burnout dimension of disengagement. Health workers can use their job control to overcome the emotional work demands experienced by health workers. Other than that, health workers can also be given activities or programs that can improve their coping skills, either those that focus on behavior or those that focus on emotions. This study might be implicating on health workers’s well-being from the findings, that job resources and personal resources could decrease the burnout level on health workers.

The aim of the study was to examine entry mode and study ethics as predictors of student academic achievement among university undergraduates in a Nigerian University. The study employed the correlation research design in the quantitative approach. Purposive sampling technique was used to draw a sample of 154 students out of which 128 students consented and participated in the study. The instrument for the study was a researcher designed questionnaire which was piloted and subjected to a test of internal consistency, using Cronbach's alpha reliability analysis, and the overall reliability coefficients of 0.71 was obtained. The questionnaire was administered to the respondents through online mode using Google form. The data was gathered within a period of three (3) weeks. A WhatsApp research group was created through which the google form link was shared for effective dissemination. Data was collected was analyzed using descriptive statistic of frequency and percentage to present the respondents demographic information of respondents while mean and standard deviations was used to answer research questions The study hypothesis was tested using multiple regression using Statistical Package for Social Sciences (SPSS) 29.0. The study findings revealed that students learning preferences significantly predicted their academic achievement based on which a conclusion were made. The development of policies, programs, and initiatives aimed at improving educational outcomes and enhancing the overall quality of higher institutions of learning was recommended among others.

Most students are affected by mathematics anxiety in terms of how they study, recall, and comprehend mathematical concepts. Mathematics anxiety significantly impedes students' efforts to attend or study mathematics courses. Researchers have developed mindfulness-based interventions (MBIs) to aid in the recovery of students suffering from academic anxiety, particularly mathematics anxiety. The primary objective of this article is to assess how effective these MBIs have aided in alleviating students from mathematics anxiety so as to achieve success in their academics. This study utilized a discursive-analytic literature review approach. The following MBIs were identified: mindfulness-based stress reduction (MBSR), mindfulness-based cognitive therapy (MBCT), dialectical behavioral therapy (DBT), self-compassion therapy (SCT), yoga, and meditation. Few studies examined some MBIs and reported their significant treatment effects on mathematics anxiety. Specifically, existing studies examining MBSR and MBCT for the treatment of mathematics anxiety in students reported a significant positive effect. A study examined the efficacy of SCT in treating mathematics anxiety in students and reported a positive effect. Educators who use MBIs should prioritize the implementation of successful therapy strategies with their students, consider the necessary time frame to achieve desired results, and explore the fundamental processes that facilitate change. This will facilitate future educators in adapting their techniques in a manner that is advantageous to their respective students.

There are a number of psychological risks associated with work for the majority of workers, and lecturers in particular. Nigerian workplaces are known to present psychosocial dangers, however, no studies have examined how the lecture attributes may affect these risks. In order to determine whether demographic factors can affect psychological workplace risks of academics, researchers examined factors such as age, education, and location of the university. A sample of 185 lecturers from universities in southeast Nigeria participated in the study, which utilized a qualitative research strategy and an ex-post facto research design. The study's data were collected using an adapted Copenhagen Psychosocial Questionnaire. A reliability index of 0.87 was calculated for the survey items. In order to analyze the data, we applied the statistical procedure called analysis of variance. While lecturers' ages and university location affected their psychosocial occupational hazards, their educational qualification did not play a significant role. As a result, lecturers are more likely to experience psychological workplace risks as they grow older. It is recommended that University authorities should consider the age of candidates when making their hiring decisions in order to avoid recruiting lecturers more likely to suffer psychological hazards.