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Bibliographia Humboldtiana Index

Bibliographia Humboldtiana

IV. Translations

Psychology, education(al) science, pedagogy

Peng, Prof. Dr. Zhengmei

East China Normal University, People's Republic of China
Field of research: Educational research
Host: 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
Field of research: Clinical psychology
Host: 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].

  • 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: Handbook of research on promoting higher-order skills and global competencies in life and work.. (Ed. Jared Keengwe and Robert Byamukama.) Hershey, PA: IGI Global. , 2018, p. 148 - 165 [Core self-evaluations, academic motivation, work-life balance, research skills proficiency, and students’ research engagement.].

  • 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.. 22, 2018, p. 243 - 253 [Anxiety; cognitive appraisals; enjoyment; motivation; structural equation modelling].

  • 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. 19: 435, 2018, p. 1 - 12 [School violence, Students, Behavioral problems, Secondary school, Teachers].