Department of Psychology

Career

• Individual and societal consequences of violence
• Psychological well-being of various risk populations
• Impacts of traumatic events on mental health of children
• Randomized controlled treatment studies using theInteraction Competencies with Children (ICC) intervention among school-going children in developing countries
• Motivational aspects of learning

• Hunt, T., Simms, V., Cahoon, A., & Muwonge, C. M. (2021). Socio-cognitive-affective   barriers to mathematics education in developing nations. Chapter in the Springer book  Encyclopedia of the UN Sustainable Development Goals. Quality Education ; https://doi.org/10.1007/978-3-319-69902-8_128-1
• Ekatushabe, M., Kwarikunda, D., Muwonge, C. M., Ssenyonga, J., & Schiefele, U. (2021). Relations between perceived teacher’s autonomy support, cognitive appraisals and boredom in physics among lower secondary school students. International Journal of STEM Education. https://doi.org/10.1186/s40594-021-00272-5
• Kwarikunda, D., Schiefele, U., Ssenyonga, J., & Muwonge, C. M. (2020). The relationship between motivation for, and interest in, learning Physics among Lower secondary school students in Uganda. African Journal of Research in Mathematics, Science and Technology Education. Advance online copy, 1 – 11, https://doi.org/10.1080/18117295.2020.1841961
• Muwonge, C. M., Ssenyonga, J., & Kibedi, H., & Schiefele, U. (2020). Use of learning strategies among Teacher Education students: A latent profile analysis. Social Sciences and Humanities Open, 2(1), 1-8. https://doi.org/10.1016/j.ssaho.2020.100037
• Ssenyonga, J., Muwonge, C. M., & Hecker, T. (2019). Prevalence of family violence and mental health and their relation to peer victimization: A representative study of adolescent students in Southwestern Uganda. Child Abuse & Neglect, 98, https://doi.org/10.1016/j.chiabu.2019.104194
• Muwonge, C. M., Schiefele, U., Ssenyonga, J., & Kibedi, H. (2018). Modeling the relationship between motivational beliefs, cognitive learning strategies, and academic performance of Undergraduate teacher education students. South African Journal of Psychology. Advance online copy, 1 – 14, https://doi.org/10.1177/0081246318775547
• Muwonge, C. M., Ssenyonga, J., & Kwarikunda, D. (2018). Cognitive appraisals, achievement emotions, and motivation towards learning Mathematics among lower secondary students. African Journal of Research in Mathematics, Science and Technology Education. Advance online copy, 1 – 11, https://doi.org/10.1080/18117295.2018.1487907
• Muwonge, C. M., Schiefele, U., Ssenyonga, J., & Kibedi, H. (2017). Determinants of persistence among science teacher-trainees: Examining the role of self-efficacy, task value, and academic hope. Journal of Science Teacher Education, 26, 522-548. http://dx.doi.org/10.1080/1046560X.2017.1379860
• Muwonge, C. M., Schiefele, U., Ssenyonga, J., & Kibedi, H. (2017). Self-regulated learning among teacher education students: Motivation beliefs influence on the use of metacognition. Journal of Psychology in Africa, 27, 515–521, http://dx.doi.org/10.1080/14330237.2017.1399973
• Muwonge, C. M. & Ssenyonga, J. (2015). Factors and challenges affecting the performance of student-teachers during their practicum. Journal of Education, Psychology and Social Sciences, 3, 44 – 49.
• Muwonge, C. M. & Ssenyonga, J. (2015). Academic performance, causal attributions and hope to complete studies among Undergraduate students. Journal of Education, Psychology and Social Sciences, 3, 50 – 56.

Career

University of Cape Coast (UCC)

• M. Phil Development Studies 
  • Rural Development

University of Ghana; Legon (UG)

• B.A (Hons) Political Science /History 

• Violence against girls
• The church and child protection in Ghana
• Community participation in Child Protection issues

HDL

Career

Education

• Vivo International
• Tanzania Psychological Association (TAPA)
• Catholic Professionals of Tanzania (CPT)
•  KAAD scholar

Dr. Nkuba's research interest includes parenting psychology, child violence protection as well  as chilldren's mental health as linked to school achievement. For the previous years, He spent his time investigating the prevalence and factors associated with child violence in Tanzanian families, schools and alternative care setting such as orphanages. In collaboration with other researchers from the University of Konstanz, University of Bielefeld in Germany and Mbarara University of Science and Technology in Uganda, he developed, implemented and evaluated a child violence prevention intervention approach for teachers "Interaction competence with children for teachers,ICC-T" relevat for managing discipline without tears among students in Tanzanian school context. He then participated in testing a violence prevention model "Interaction competence with children for Care givers (ICC-C)" in Tanzania in 2018 to year 2020. He is currently leading a team to test the feasibility of a new model "Interaction competence with children for Parents (ICC-P) in Tanzania. Dr. Nkuba's emphasis is on the use of effective and non-violent discipline strategies in managing children's misbehaviours both in homes and schools. His emphasize have been more on the use of positive attention and active ignoring as opposed to violent discipline strategies, permissible parenting and child neglect.

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Publication list

• Masath, F. B., Hermenau, K., Nkuba, M., & Hecker, T.(2020). Reducing violent
• discipline by teachers using Interaction Competencies with Children for      Teachers        (ICC-T): Study protocol for a matched cluster randomized controlled            trial in   Tanzanian public primary schools. Trials, 21, 4. doi: 10.1186/s13063-019-3828-z [IF: 2.067]
• Goessman, K.,Hermenau, K., Nkuba, M., Ssenyonga, J., & Hecker, H. (2020). Sexual      violence among youth in two East African countries: Perpetrators, contributing       factors, and mental health associations. Child Abuse & Neglect. https://doi.org/10.1016/j.chiabu.2020.104711
• Nkuba, M., Hermenau, K. & Hecker, T. (2019). The association of maltreatment and Socially deviant behaviors – Findings from a national study with adolescent students and their     parents. Mental Health & Prevention, 13(2019), pp. 159-168. https://doi.org/10.1016/j.mhp.2019.01.003.
• Ssenyonga, J., Hermenau, K., Nkuba, M., & Hecker, T. (2019). Stress and positive attitudes towards violent discipline are associated with school violence by Ugandan teachers.Child Abuse & Neglect 93 (1) 15–26.https://doi.org/10.1016/j.chiabu.2019.04.012
• Nkuba, M., Hermenau, K., Goessmann, K. & Hecker, T. (2018). Reducing violence by      teachers using the preventive intervention Interaction Competencies with Children for          Teachers (ICC-T): A cluster randomized controlled trial at secondary schools in   Tanzania.PLOS ONE, 13(8), e0201362. doi: 10.1371/journal.pone.0201362 [IF:      2.766]
• Ssenyonga, J., Hermenau, K., Nkuba, M., & Hecker, T. (2018). Reducing violence against children by implementing the preventive intervention Interaction Competencies with           Children for Teachers (ICC-T): Study protocol for a cluster randomized controlled trial      in Southwestern Uganda. Trials, 19, 435. doi: 10.1186/s13063-018-2827-9 [IF: 2.067]
• Nkuba, M., Hermenau, K., Goessman, K. & Hecker, T. (2018). Mental health problems and their association to violence and maltreatment in a nationally representative         sample of Tanzanian secondary school students.Social Psychiatry and Psychiatric  Epidemiology.pp.1- 9.
• Hecker, T., Goessman, K., Nkuba, M. & Hermenau, K. (2018). Teachers’ stress intensifies violent          disciplining in Tanzanian secondary schools. Child Abuse & Neglect, 76(1),          pp. 173-183. http://dx.doi.org/10.1016/j.chiabu.2017.10.019
• Nkuba, M., Hermenau, K. & Hecker, T. (2018). Violence and maltreatment in Tanzanian families – Findings from a nationally representative sample of secondary school students and     their parents. Child Abuse & Neglect, 77(1), pp. 110-120. https://doi.org/10.1016/j.chiabu.2018.01.002 
• Kaltenbach, E., Hermenau, K., Nkuba, M.,Goessmann, K. & Hecker, T. (2018). Improving interaction competencies with children - A pilot feasibility study to reduce school           corporal punishment. Journal of Aggression, Maltreatment and Trauma, 27 (1), 35-           53. doi: 10.1080/10926771.2017.1357060 [IF 0.698]
• Nkuba, M & Kyaruzi, E. (2015). Is it Not Now?:School Counselors’ Training in Tanzania Secondary Schools . Journal of Education and Practice, 6(19), pp. 160-169.
• Nkuba, M & Gissa, M. (2014). Is Teaching Practice Exercise for Grading or Improvement? Examining    Students Teachers’ Perception and Experience at the University of Dar es salaam: African Educational Research Journal, 2 (1), pp. 1-11.
• Nkuba ,M & Bilinga, M. (2014). Teaching Sexuality Education in Primary Schools in Tanzania: Challenges and Implications. Journal of Education and Practice, 5(27), pp. 21-30.

Career

Awards and Honors

• Maltreatment in young children and its effects
• Linking play and learning
• Early grade reading

Google scholar
Camebridge
 

• A Needs Assessment Study of Tanzania (2.4M)

Career

Awards and Honours

Education

• Violence and maltreatment in children and adolescents
• Mental health of victims of maltreatment and abuse
• Developmental psychology
• Education and teaching career development

Google scholar