Studies have shown that unvalued life and moral decadence among Nigerian students have reached an unbearable level (e.g. Adebisi in Adv Soc Sci Res J 5(2):190–199, 2018). Hence, this study was undertaken to find out if and how REBE can impact on negative value system among students. A total of 146 participants allocated randomly to the intervention group and the no-contact control group served as participants in this study. A 12-week REBE-programme that focused on reducing the negative value system was delivered to the intervention group by the therapists. Data analyses were completed using repeated-measures ANOVA. The result showed that REBE-programme strategy is significantly impactful in improving desirable value systems as measured by LVI at the posttest. Similarly, the effect of the treatment was maintained by the participants in treatment group compared to those in the comparison group at follow-up stage. Given the results obtained, we concluded that rational emotive behavioral education has a therapeutic effect in reducing negative value orientation among students exhibiting inappropriate behaviors and maintain greater enhanced improvement overtime. This is also the first study that tested the impact of rational emotive behavioral education on improving a desirable value system. Therefore, we suggest that future studies explore the impact of rational emotive behavioral education on a negative value system among students using similar populations.

研究表明，尼日利亚学生中无价值的生活和道德decade废达到了无法忍受的水平（例如，Adv Soc Sci Res J 5（2）：190-199，2018中的Adebisi）。因此，本研究旨在找出REBE是否以及如何影响学生的负价值系统。共有146名参与者随机分配到干预组和无接触对照组作为本研究的参与者。治疗师向干预组提供了一个为期12周的REBE计划，重点是减少负值系统。使用重复测量方差分析完成数据分析。结果表明，REVI计划策略对改善期望值系统具有显着影响，如后期测试中LVI所测。同样，在随访阶段，与对照组相比，治疗组的参与者保持了治疗效果。根据获得的结果，我们得出结论，合理的情绪行为教育对减少表现出不当行为的学生的负价值取向具有治疗作用，并随着时间的推移保持更大的改善。这也是第一个测试理性情绪行为教育对改善理想价值体系的影响的研究。因此，我们建议未来的研究探索合理的情绪行为教育对使用相似人群的学生的负价值系统的影响。我们得出的结论是，合理的情绪行为教育对减少表现出不当行为的学生的负价值取向具有治疗作用，并能随着时间的推移保持更大的改善。这也是第一个测试理性情绪行为教育对改善理想价值体系的影响的研究。因此，我们建议未来的研究探索合理的情绪行为教育对使用相似人群的学生的负价值系统的影响。我们得出的结论是，合理的情绪行为教育对减少表现出不当行为的学生的负价值取向具有治疗作用，并能随着时间的推移保持更大的改善。这也是第一个测试理性情绪行为教育对改善理想价值体系的影响的研究。因此，我们建议未来的研究探索合理的情绪行为教育对使用相似人群的学生的负价值系统的影响。