Cognitive restructuring to eliminate irrational ideas in general studies students
DOI:
https://doi.org/10.5281/zenodo.15788101Keywords:
irrational beliefs, psychoeducational intervention, cognitive restructuringAbstract
This study evaluated the impact of the cognitive-behavioral program "Think Light" on reducing irrational beliefs in undergraduate students at the National University of Trujillo. This program is based on cognitive restructuring and emotional regulation techniques and was implemented using a pre-experimental design with a sample of 45 students. A questionnaire based on Ellis's Rational Emotive Therapy was used to measure outcomes. The data revealed a significant increase in the percentage of students with a low level of irrational beliefs, which increased from 40% to 82%. Likewise, the percentage of students with a medium level of these beliefs decreased from 60% to 18% (p < 0.05). Furthermore, significant improvements were observed in three specific dimensions: the need for external approval, demandingness of others, and perception of living conditions. These results demonstrate that the "Think Light" program is effective in reducing dysfunctional thoughts, improving emotional stability, and promoting adaptation to the university environment. Consequently, this research contributes to the achievement of Sustainable Development Goal 4, which seeks to ensure quality education. It also proposes practical psychoeducational strategies that can be applied in university settings to promote students' overall well-being.
Downloads
References
Albújar Cadenillas, Z. V. (2019). Creencias irracionales en estudiantes universitarios. [Tesis para optar el título de segunda especialidad profesional en Terapia Cognitivo Conductual, Universidad Nacional Federico Villarreal]. https://hdl.handle.net/20.500.13084/3854
Calvete Zumalde, E., & Cardeñoso Ramírez, O. (1999). Creencias y síntomas depresivos: resultados preliminares en el desarrollo de una escala de creencias irracionales abreviada. Anales de Psicología / Annals of Psychology, 15(2), 179–190. https://revistas.um.es/analesps/article/view/30061
CEPAL. (2018). La Agenda 2030 y los Objetivos de Desarrollo Sostenible: Una oportunidad para América Latina y el Caribe. Naciones Unidas. https://www.cepal.org/es/publicaciones/43874-la-agenda-2030-objetivos-desarrollo-sostenible-oportunidad-america-latina-caribe
De La Piedra French, A. M. B. (2021). Propuesta de un modelo integrador basado en la procrastinación, las creencias irracionales y los pensamientos distorsionados para explicar la ansiedad social en estudiantes de Psicología de una universidad privada en Lima [Tesis doctoral, Universidad César Vallejo]. https://repositorio.upch.edu.pe/bitstream/handle/20.500.12866/11499/Propuesta_DeLaPiedraFrench_Ana.pdf
Ellis, A. (1994). Reason and emotion in psychotherapy. Birch Lane Press.
Ellis, A., & Grieger, R. (1990). Terapia racional emotiva. Paidós.
Gallardo, M. A. & Hernández, H. F. (2023). Creencias irracionales y ansiedad en estudiantes de psicología. Actualidad Psicologica, 1(1), 53-67. https://cpsplimaycallao.org.pe/wp-content/uploads/2023/12/4-Gallardo.pdf
Lega, L., Caballo, V. E., & Ellis, A. (1997). Cognitive-behavioral approaches to psychotherapy. Psychology Press.
Medrano, L., Galleano, C., Galera, M., & del Valle Fernández, R. (2010). Creencias irracionales, rendimiento y deserción académica en ingresantes universitarios. Liberabit, 16(2), 183-192. http://www.scielo.org.pe/scielo.php?script=sci_arttext&pid=S1729-48272010000200008&lng=es&tlng=en.
Maldonado, C. J. (2023). Programa cognitivo-conductual para reducir ansiedad y creencias irracionales en estudiantes universitarios de alto rendimiento [Tesis de maestría, Universidad Nacional Mayor de San Marcos].
Mendoza, J. F. (2024). Creencias irracionales y ansiedad en estudiantes de primer ciclo de la carrera de Psicología de una universidad privada de Huancayo [Tesis de licenciatura, Universidad Continental]. https://hdl.handle.net/20.500.12394/15988
Mishra, P., Pandey, C. M., Singh, U., Gupta, A., Sahu, C., & Keshri, A. (2019). Descriptive statistics and normality tests for statistical data. Annals of Cardiac Anaesthesia, 22(1), 67–75. https://doi.org/10.4103/aca.ACA_157_18
Ñaupas Paitán, H., Mejía Mejía, E., Trujillo Román, I. R., Romero Delgado, H. E., Medina Bárcena, W., & Novoa Ramírez, E. (2023). Metodología de la investigación cuantitativa-cualitativa y redacción de la tesis (6.ª ed.). Ediciones de la U.
Papalia, D. E., & Feldman, R. D. (2012). Desarrollo humano (12.ª ed.). McGraw-Hill Interamericana.
Peláez, N. M., & Vivar, Y. I. (2023). Creencias irracionales y agresividad en estudiantes universitarios de Nuevo Chimbote, 2022. [Tesis de licenciatura, Universidad César Vallejo]. https://hdl.handle.net/20.500.12692/115234
Pérez, D. A. (2024). Programa cognitivo conductual para la intervención del estrés académico en estudiantes universitarios de Medicina en Trujillo [Tesis de maestría, Universidad César Vallejo]. https://hdl.handle.net/20.500.12692/151357
Turner, M. J., Evans, A. L., Fortune, G., & Chadha, N. J. (2024). “I must make the grade!”: the role of cognitive appraisals, irrational beliefs, exam anxiety, and affect, in the academic self-concept of undergraduate students. Anxiety, Stress & Coping, 37(6), 721–744. https://doi.org/10.1080/10615806.2024.2360732
Yusefi, A., Atashbahar, O., Bahmaei, J., Askarpour, H., & Bordbar, S. (2024). Examining irrational beliefs and their association with the quality of life of students: Evidence from a cross-sectional study. The Open Public Health Journal, 17, e18749445344211. http://dx.doi.org/10.2174/0118749445344211240903094824
Published
Issue
Section
License
This work is licensed under a Creative Commons Attribution 4.0 International License.
The journal is licensed under the Attribution License (CC BY), allowing the possibility of copying, distributing, displaying, and producing derivative works, as long as the author is acknowledged and cited.
