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Bibliographia Humboldtiana Index

Bibliographia Humboldtiana

IV. Übersetzungen

Psychologie, Pädagogik

Peng, Prof. Dr. Zhengmei

East China Normal University, People's Republic of China
Fachgebiet: Educational research
Gastgeber: Prof. Dr. Dietrich Benner Humboldt-Universität zu Berlin
  • Zhengmei Peng: Erziehung und Emanzipation: eine Studie ueber die kritische Erziehungswissenschaften in Deutschland. Shanghai, China: Ostchina normal University Verlag, 2008, 250 pp. Original author: Zhengmei Peng (Chinesisch) [Muendigkeit, Ideologiekritik, Emanzipation, Kritische Erziehungswissenschaf].

Ssenyonga, Dr. Joseph

Mbarara University of Science und Technology, Germany
Fachgebiet: Clinical psychology
Gastgeber: Prof. Dr. Thomas Elbert Universität Konstanz
  • 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: Child maltreatment in long-term residential centers: History, research, and current implications . (Ed. Adrian V. Rus, Sheri R. Parris and Ecaterina Stativa) Springer International Publishing AG 2017, 2017, p. 357 - 378 [Maltreatment, abuse, neglect, prevention, Sub-Saharan Africa, low- and middle-income countries, orphanages, institutional care, care quality, attachment ].

  • 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. 28, 2017, p. 522 - 548 [Academic hope, persistence, science teacher-trainees, self-efficacy, task value].

  • 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 . 27, 2017, p. 515 - 521 [metacognition, motivational beliefs, motivated strategies for learning questionnaire, teacher education students].

  • 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, p. 1 - 14 [Academic performance, Motivated Strategies for Learning Questionnaire, self-regulated learning, structural equation modeling, teacher education students].