Browsing by Author "Kibedi, Henry"

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Determinants of persistence among science teacher-trainees: examining the role of self-efficacy, task value, and academic hope
(Journal of Science Teacher Education., 2017-10-16) Muwonge, Charles Magoba; Schiefele, Ulrich; Ssenyonga, Joseph; Kibedi, Henry
Grounded in the expectancy-value and hope theories, the present study was conducted to examine the extent to which self-efficacy, task value, and academic hope predict persistence among science teacher-trainees in Uganda. The sample consisted of 278 undergraduate science teacher-trainees selected from a large public university in northern Uganda. Data were collected using several scales from the modified Motivated Strategies for Learning Questionnaire, Academic Hope Scale, and College Persistence Questionnaire and analyzed using structural equation modeling. Task value and academic hope significantly predicted students’ persistence. Academic hope made a greater contribution to students’ persistence compared to task value. The combined effect of task value and academic hope did not make any significant contribution to students’ persistence. The study highlights the need to strengthen students’ hopeful thinking and task value in order to increase their chances of completing their studies. Implications of the study findings for educational practice and for the training of science teacher-trainees are elaborated in the article.
Modeling the relationship between motivational beliefs, cognitive learning strategies, and academic performance of teacher education students
(South African Journal of Psychology., 2019-02-01) Muwonge, Charles Magoba; Schiefele, Ulrich; Ssenyonga, Joseph; Kibedi, Henry
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 from seven universities. Data were collected using several subscales from the modified Motivated Strategies for Learning Questionnaire and were analyzed by structural equation modeling. Cognitive learning strategies fully mediated the relationship between motivational beliefs and academic performance. Motivational beliefs contributed to students’ academic performance mainly through influencing their critical thinking and organizational skills. Therefore, interventions to improve teacher education students’ academic performance should focus not only on boosting their motivation but also on enhancing their use of cognitive learning strategies.
The role of Organisational Justice and Mentorship in Turnover Intentions of Non-Teaching Staff in Universities: The case of Kyambogo University, Uganda
(East African Journal of Interdisciplinary Studies, 2024-07-15) Namusoke, Getrude; Kibedi, Henry; Namusoke, Jane; Kambaza, Stephen; Nakanwagi, Carol Chosen
Understanding that keeping knowledgeable and dedicated staff members is essential to an organization's success, Kyambogo University enhanced working conditions, added health insurance, and established possibilities for advancement. Regardless of these measures, some non-teaching staff intended to leave the organisation giving inequality in salaries and working conditions as key reasons. Guided by the equity theory, the study examined the influence of Organizational Justice and Employee Mentorship on turnover Intentions among non-teaching staff at KYU. Using a correlational survey design, data was collected from a random sample of 242 respondents with the help of a structured questionnaire. Pearson correlation and regression analyses revealed that Organizational Justice was positively (r =.51, P<0.01) related to turnover intentions due to the distributive and Interactional justice that enabled non-teaching staff to feel belongingness and enthusiasm about their job. Employee mentorship and Turnover intentions had a positive and significant correlation (r =.23, P< 0.01), because of role modelling, career development and social support that enhanced the feelings of commitment among employees to their organisation making them want to stay and work for it. Organizational Justice and Employee Mentorship, together positively predicted (β=.48, P<0.05) turnover intentions. Employee Mentorship increased the contribution of organisational justice to turnover intentions by 1%. This was likely due to mentorship that enables employees to feel that KYU values them and felt grateful to stay and work for it. Therefore, retention strategies that provide relevant mentoring of staff members results into better retention. Programs to empower employees to have effective participation and engagement in sustaining distributive and interactional justice as well as role modelling should freely be available to reduce turnover intentions among non-teaching staff.
Self-regulated learning among teacher education students: motivational beliefs influence on the use of metacognition
(Journal of Psychology in Africa., 2017-12-06) Muwonge, Charles Magoba; Schiefele, Ulrich; Ssenyonga, Joseph; Kibedi, Henry
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 Modelling. Task value and self-efficacy independently and significantly predicted students’ reported use of metacognition. Students’ self-reported self-efficacy and task value explained 38% of the variance in their use of metacognition. The evidence suggests interventions aimed at improving teacher education students’ metacognitive skills to focus on enhancing their efficacy and value beliefs.
Use of self-regulated learning strategies among teacher education students: a latent profile analysis
(Elsevier: Social Sciences & Humanities Open., 2020) Muwonge, Charles Magoba; Ssenyonga, Joseph; Kibedi, Henry; Schiefele, Ulrich
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 the following; (a) high self-regulated learners (252 students; 47.8%), (b) average self-regulated learners (209 students; 39.7%), and (c) low self-regulated learners (66 students; 12.5%) who differed significantly with respect to their motivational beliefs. Additionally, motivational beliefs significantly predicted latent profile membership. It is, therefore, important to understand such profiles’ differences among Teacher Education students in order to improve on their self-regulated learning strategies. Implications of the study findings are further discussed in this paper.