Joseph Ssenyonga
Biographic Data
| ID | 6054044 |
|---|---|
| NAME | Joseph Ssenyonga |
| GIVEN NAMES | Joseph |
| FAMILY NAME | Ssenyonga |
| SIGNATURE | SSENYONGA J |
| AFFILIATIONS | Mbarara University of Science and Technology |
| ORCID | 0000-0001-7502-9527 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 9 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2012 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
Cognitive appraisal as a mediator of the relations between war experiences and PTSD in the formerly abducted youth in Northern Uganda
Each trauma appraisal subscale partially mediated the association between war experiences and PTSD symptoms. The level of mediation by the various subscales of trauma appraisal was moderately large, suggesting that interventions targeted at changing maladaptive trauma cognitions may reduce the influence of war experiences on PTSD symptoms. (PsycInfo Database Record (c) 2025 APA, all rights reserved)
Profiles of learners based on their cognitive and metacognitive learning strategy use
For life-long learning, an effective learning strategy repertoire is particularly important during acquisition of knowledge in lower secondary school—an educational level characterized with transition into more autonomous learning environments with increased complex academic demands. Using latent profile analysis, we explored the occurrence of different secondary school learner profiles depending on their various combinations of cognitive and met…
Reducing teachers’ use of violence toward students
Job Perceptions Contribute to Stress among Secondary School Teachers in Southwestern Uganda
(1) Background: Teachers' personal and strenuous working conditions reflect the realities of the teaching vocation that may result in increased stress levels and associated negative consequences, such as negative emotions. It is also well-known that teacher stress contributes to more violence against students. However, little is known about personal and school context factors that contribute to teachers' stress. The current study examined whether…
Reducing physical and emotional violence by teachers using the intervention Interaction Competencies with Children – for Teachers (ICC-T)
The trial was registered at clinicaltrials.org under the ClinicalTrials.gov identifier NCT04948580 on July 2, 2021
Use of self-regulated learning strategies Among Teacher Education students
In the present study, we conducted a latent profile analysis to identify three clusters of Teacher Education students based on their reported use of self-regulated learning strategies. The sample comprised 527 undergraduate Teacher Education students (Mean age = 22 years; SD = 2.20) randomly selected from seven universities in Uganda. Data were collected using the modified Motivated Strategies for Learning Questionnaire. These profiles included t…
Modeling the relationship between motivational beliefs, cognitive learning strategies, and academic performance of teacher education students
Although self-regulated learning has received much attention over the past decades, research on how teacher education students regulate their own learning has been scarce, particularly in third world countries. In the present study, we examined the structural relationships between motivational beliefs, cognitive learning strategies, and academic performance among teacher education students in Uganda. The sample comprised of 1081 students selected…
Self-regulated learning among teacher education students
In the present study, we examined the relationships between motivational beliefs (self-efficacy, task value, and control of learning beliefs) and use of metacognitive learning strategies among teacher education students in Uganda. The sample comprised of 649 students selected from seven universities. Data were collected using several scales from the modified Motivated Strategies for Learning Questionnaire, and analysed using Structural Equation M…
Traumatic Experiences and PTSD Among Adolescent Congolese Refugees in Uganda
The study examined experienced traumatic events and the related Post-Traumatic Stress Disorder (PTSD) amongst a sample of 89 adolescent Congolese refugees (56 females and 33 males) at a refugee camp in Uganda. Data was collected using a questionnaire, and analyzed for trauma moderation by demographics and mediation by PTSD symptom scores. Findings indicate a prevalence of PTSD of 49.4% overall, with 75% of the female refugees meeting the PTSD cri…
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Traumatic Experiences and PTSD Among Adolescent Congolese Refugees in Uganda
The study examined experienced traumatic events and the related Post-Traumatic Stress Disorder (PTSD) amongst a sample of 89 adolescent Congolese refugees (56 females and 33 males) at a refugee camp in Uganda. Data was collected using a questionnaire, and analyzed for trauma moderation by demographics and mediation by PTSD symptom scores. Findings indicate a prevalence of PTSD of 49.4% overall, with 75% of the female refugees meeting the PTSD cri…
Self-regulated learning among teacher education students
In the present study, we examined the relationships between motivational beliefs (self-efficacy, task value, and control of learning beliefs) and use of metacognitive learning strategies among teacher education students in Uganda. The sample comprised of 649 students selected from seven universities. Data were collected using several scales from the modified Motivated Strategies for Learning Questionnaire, and analysed using Structural Equation M…
Modeling the relationship between motivational beliefs, cognitive learning strategies, and academic performance of teacher education students
Although self-regulated learning has received much attention over the past decades, research on how teacher education students regulate their own learning has been scarce, particularly in third world countries. In the present study, we examined the structural relationships between motivational beliefs, cognitive learning strategies, and academic performance among teacher education students in Uganda. The sample comprised of 1081 students selected…
Use of self-regulated learning strategies Among Teacher Education students
In the present study, we conducted a latent profile analysis to identify three clusters of Teacher Education students based on their reported use of self-regulated learning strategies. The sample comprised 527 undergraduate Teacher Education students (Mean age = 22 years; SD = 2.20) randomly selected from seven universities in Uganda. Data were collected using the modified Motivated Strategies for Learning Questionnaire. These profiles included t…
Job Perceptions Contribute to Stress among Secondary School Teachers in Southwestern Uganda
(1) Background: Teachers' personal and strenuous working conditions reflect the realities of the teaching vocation that may result in increased stress levels and associated negative consequences, such as negative emotions. It is also well-known that teacher stress contributes to more violence against students. However, little is known about personal and school context factors that contribute to teachers' stress. The current study examined whether…
Reducing physical and emotional violence by teachers using the intervention Interaction Competencies with Children – for Teachers (ICC-T)
The trial was registered at clinicaltrials.org under the ClinicalTrials.gov identifier NCT04948580 on July 2, 2021
Profiles of learners based on their cognitive and metacognitive learning strategy use
For life-long learning, an effective learning strategy repertoire is particularly important during acquisition of knowledge in lower secondary school—an educational level characterized with transition into more autonomous learning environments with increased complex academic demands. Using latent profile analysis, we explored the occurrence of different secondary school learner profiles depending on their various combinations of cognitive and met…
Reducing teachers’ use of violence toward students
Cognitive appraisal as a mediator of the relations between war experiences and PTSD in the formerly abducted youth in Northern Uganda
Each trauma appraisal subscale partially mediated the association between war experiences and PTSD symptoms. The level of mediation by the various subscales of trauma appraisal was moderately large, suggesting that interventions targeted at changing maladaptive trauma cognitions may reduce the influence of war experiences on PTSD symptoms. (PsycInfo Database Record (c) 2025 APA, all rights reserved)
Psychology (8 works) · Cognition (4 works) · Innovative Teaching and Learning Methods (4 works) · Mathematics education (4 works) · Medicine (4 works) · Clinical Psychology (3 works) · Clinical Psychology (3 works) · Developmental psychology (3 works) · Educational Strategies and Epistemologies (3 works) · Psychiatry (3 works)