School of Psychology (SPsy.) Collections
http://hdl.handle.net/10570/190
2024-03-29T07:30:21ZAbility Practices, Self-Esteem and Academic Achievement among Secondary School Students in Iganga District
http://hdl.handle.net/10570/7337
Ability Practices, Self-Esteem and Academic Achievement among Secondary School Students in Iganga District
Alice, Babirye
This study investigated the difference in self-esteem and academic achievement between students in schools that practice ability grouping and those in schools that practice mixed ability and the relationship between self-esteem and academic achievement. The study used quantitative and cross sectional approaches, employing casual comparative and correlational survey designs. Data was collected from 227 respondents selected from the six schools using simple random sampling technique. Data was entered into Statistical Package for Social Scientists (SPSS version 23) and analyzed using independent t-test, the Pearson product moment correlation and multiple regression analysis. Results revealed a significant difference in self-esteem between students in schools that practice ability grouping and those that practice mixed ability (t = 3.55, p < .01), there was also a significant difference in academic achievement between students in schools that practice ability grouping and those in schools that practice mixed ability (t = 3.95, p < .01). The results further revealed that there was a significant positive relationship between self-esteem and academic achievement (r=.340, p < .01) and that self-esteem partially mediated the relationship between Ability Practices and Academic Achievement (r = -.162, p < .01). It was concluded that the type of school a student attends, that is, whether it practices ability grouping or mixed ability will have an influence on his/her self-esteem and academic achievement. The results revealed that students in schools that practice ability grouping had higher self-esteem and academic achievement as compared to those in schools that practice mixed grouping. It is however noted that the results do not vary so highly, this implies that if both practices are moderately practiced, they can contribute to students’ self-esteem and academic achievement. It was recommended that educational stakeholders such as the Ministry of Education and Sports, Non-Governmental Organizations (NGOs), teachers, school managers’ and curriculum developers should come up with a policy which should encourage and promote the practice of ability grouping in most secondary schools in the country as this raises learners’ self-esteem and improves on their academic achievement.
A Research Dissertation Submitted to the School of Psychology in Partial Fulfilment of the Requirements for the Award of a Degree of Master of Educational Psychology of Makerere
University
May
2019-05-01T00:00:00ZAbusive supervision, psychological capital and deviant work behaviors: case of workers of Brookside Limited
http://hdl.handle.net/10570/11559
Abusive supervision, psychological capital and deviant work behaviors: case of workers of Brookside Limited
Asizua, Kenneth Adibaku
The study aimed at investigating the relationship between abusive supervision, psychological capital and deviant work behaviors among staff of Brookside limited Uganda. A stratified sampling method was used on sample size of 100 respondents both male and female arrived at by using Krejcie and Morgan’s table (Krejcie & Morgan, 1970). Person product moment correlation coefficient was used to test hypotheses that focused on, examining the relationship between abusive supervision and deviant work behaviors, examining the relationship between abusive supervision and psychological capital, examining the relationship between psychological capital and deviant work behaviors and to examine whether psychological capital moderates the relationship between abusive supervision and deviant workplace behaviors while regression analysis was used to test moderation. The results of the study showed that abusive supervision has a positive significant relationship with deviant work behavior, results also showed that abusive supervision had a negative significant relationship with psychological capital. The study results also showed that psychological capital and deviant work behaviors had a negative significant relationship. The study also showed that psychological capital moderates the relationship between abusive supervision and deviant work behavior. A conclusion was made that staff involvement in organization or individual deviant work behaviors is as a result of abusive supervision and low levels of psychological capital. Employers should increase the psychological capital of staff and reduce abusive supervision in the organization in order to eliminate deviant work behaviors.
A research dissertation submitted to the School of Psychology in partial fulfillment of the requirements for the award of the degree of Master of Organizational Psychology of Makerere University.
2023-01-16T00:00:00ZAcademic motivation, self-concept and academic achievement in English and Mathematics at Ordinary Level.
http://hdl.handle.net/10570/2601
Academic motivation, self-concept and academic achievement in English and Mathematics at Ordinary Level.
Opio, George
The purpose of the study was to establish the relationship between Academic motivation, Academic self- concept and Academic achievement in English and Mathematics of Ordinary level students in Gulu Municipality. The study was guided by three objectives: to
establish the relationship between academic motivation and academic self-concept, to
establish the relationship between academic self concept and academic achievement, to
establish the relationship between academic motivation and academic achievement.
The study used a correlational design and the sample consisted of 311 students selected using census sampling technique. Data was collected using a standardized self administered close ended structured questionnaire that was filled by the senior four students who sat for Uganda national examinations in the year 2010. Data was analyzed using Pearson product moment correlation (r). A multiple regression analysis was also done to establish whether the independent variables were statistically significant predictors of the dependent variable.
Results of the study showed that all the indicators of academic motivational goals (i.e.
mastery, performance and social goals) had a significant positive relationship with academic self concept. Results also showed that academic self concept and academic achievement had a significant negative relationship. It was also established that there was a significant negative relationship between academic motivation and academic achievement, with all the indicators of academic motivation (i.e., mastery, performance and social) showing a significant negative relationship. Results of multiple regression analysis showed that it was only academic self concept that was statistically significant predictor of academic achievement.
It was recommended that training and development in the areas of students self concepts, motivation and achievement should be addressed through the teachers’ development plans and that the enhancement of academic self concept is not only a task for teachers but that the other professionals, parents, policy makers, should also intervene. It is also necessary to give adequate and sufficient attention to self-concept and academic motivation and those stakeholders should be offered methodological guidance in order to work on these throughout the educational process, in order that this type of Psycho-educational intervention may serve as an avenue to improve academic achievement.
A thesis submitted in partial fulfillment of the requirements for the award of the Masters of Education Degree in Educational Psychology of Makerere University.
2012-03-01T00:00:00ZAcculturation, subjective well-being and depression among South Sudan Refugees in Uganda
http://hdl.handle.net/10570/11448
Acculturation, subjective well-being and depression among South Sudan Refugees in Uganda
Namubiru, Mariah
Upon migrating into a new country, refugees are faced with the challenge of acculturating to a new
culture.Failure to adjust to the new culture has been associated with low levels of subjective
wellbeing and depression. Therefore, this study aimed to determine the strategies of acculturation
amongst South Sudan refugees,to examine the relationship between acculturation and subjective
wellbeing amongst South Sudan refugees,to examine the relationship between acculturation and
depression amongst South Sudan refugees and finally to examine the moderation role acculturation
plays between subjective wellbeing and depression amongst South Sudan refugees.The study was
quantitative and used a correlation design.Standardizedquestionnaires wereadministered to 250
refugees who consented to take part in the study.Purposive sampling specifically the homogeneous
sampling technique was used to select eligible participants from Kiryandongo with shared
characteristics.Results showed thatthe majority of the refugees 164 (65.60%) were using the
separation strategy of acculturation,47(18.80%) used the integration strategy of acculturation and
39(15.60%) used the assimilation strategy of acculturation.There was a significant relationship
between acculturation and subjective wellbeing.Additionally, there was a significant relationship
between acculturation and depression.This information will help inform clinical psychologists and
counsellors about the effects of acculturation, subjective well-being and depression better thus
improving their capacity to design appropriate.Findings from this study are important to stake
holders working with refugees in understanding refugee post migration adustments thatv form the
basis of better psychological outcomes like improved well being or thye absence of negative sequel
for instance depression
A Dissertation submitted to the School of Psychology in partial fulfillment of the requirements for the Award of a Degree of Master of Science in Clinical Psychology of Makerere University
2023-01-13T00:00:00Z