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Profile
| Academic position | Associate Professor, Senior Lecturer, Reader |
|---|---|
| Research fields | Personality Psychology, Clinical and Medical Psychology, Methodology |
| Keywords | Peer violence, Violent discipline, Mental health, Teachers, ICC-T |
| Honours and awards | 2016: AvH Postdoc Fellowship 2013: DAAD fellowship 2010: IMMIS fellowship 2008: DAAD in-country scholarship 2002: African Development Bank scholarship 1999: Ford Foundation Summer school award |
Current contact address
| Country | Uganda |
|---|---|
| City | Kampala |
| Institution | Kyambogo University |
| Institute | Department of Foundations and Educational Psychology |
| Homepage | www.kyu.ac.ug |
Host during sponsorship
| Prof. Dr. Thomas Elbert | Fachbereich Psychologie, Universität Konstanz, Konstanz |
|---|---|
| Prof. Dr. Joseph Ssenyonga | Mbarara University of Science und Technology, Mbarara |
| Prof. Dr. Tobias Hecker | Abteilung für Psychologie, Universität Bielefeld, Bielefeld |
| Start of initial sponsorship | 01/07/2016 |
Programme(s)
| 2015 | Georg Forster Research Fellowship Programme for Postdocs |
|---|
Publications (partial selection)
| 2019 | Joseph Ssenyonga, Charles Magoba Muwonge, & Tobias Hecker: Prevalence of family violence and mental health and their relation to peer victimization: A representative study of adolescent students in Southwestern Uganda.. In: Child Abuse & Neglect , 2019, 104194 |
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| 2019 | Joseph Ssenyonga, Katharin Hermenau, Mabula Nkuba, and Tobias Hecker: Stress and positive attitudes towards violent discipline are associated with school violence by Ugandan teachers. In: Child Abuse & Neglect , 2019, 15-26 |
| 2018 | Charles Magoba Muwonge, Joseph Ssenyonga & Diana Kwarikunda: Cognitive appraisals, achievement emotions, and motivation towards learning mathematics among lower secondary students.. In: African Journal of Research in Mathematics, Science and Technology Education., 2018, 243-253 |
| 2018 | Dennis Zami Atibuni, David Kani Olema, Joseph Ssenyonga and Grace Milly Kibanja.: Enhancing work-life balance and research engagement among students in higher education institutions. . In: Jared Keengwe and Robert Byamukama., Handbook of research on promoting higher-order skills and global competencies in life and work.. IGI Global. 2018. 148-165 |
| 2018 | Charles Magoba Muwonge, Ulrich Schiefele, Joseph Ssenyonga and Henry Kibedi: Modeling the relationship between motivational beliefs, cognitive learning strategies, and academic performance of teacher education students. In: South African Journal of Psychology, 2018, 1-14 |
| 2018 | Joseph Ssenyonga, Katharin Hermenau, Mabula Nkuba and Tobias Hecker: Reducing violence against children by implementing the preventative intervention Interaction Competencies with Children for Teachers (ICC-T): Study protocol for a cluster randomized controlled trial in Southwestern Uganda. In: Trials, 2018, 1-12 |
| 2017 | Charles Magoba Muwonge, Ulrich Schiefele, Joseph Ssenyonga & Henry Kibedi: Determinants of Persistence Among Science Teacher-Trainees: Examining the Role of Self-Efficacy, Task Value, and Academic Hope. In: Journal of Science Teacher Education, 2017, 522-548 |
| 2017 | Tobias Hecker, Getrude Mkinga, Joseph Ssenyonga, and Katharin Hermenau : Interaction Competencies with Children (ICC) An approach for preventing violence, abuse and neglect in institutional care in Sub-Saharan Africa.. In: Adrian V. Rus, Sheri R. Parris and Ecaterina Stativa, Child maltreatment in long-term residential centers: History, research, and current implications . Springer International Publishing AG 2017, 2017. 357-378 |
| 2017 | Charles Magoba Muwonge, Ulrich Schiefele, Joseph Ssenyonga & Henry Kibedi: Self-regulated learning among teacher education students: Motivational beliefs influence on the use of metacognition. In: Journal of Psychology in Africa , 2017, 515-521 |