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dc.contributor.authorKakeeto, Ernest
dc.date.accessioned2020-01-14T10:46:08Z
dc.date.available2020-01-14T10:46:08Z
dc.date.issued2018-06
dc.identifier.urihttp://hdl.handle.net/10570/7973
dc.descriptionA dissertation submitted in partial fulfillment of the requirements for the award of a master of educational psychology degree of Makerere Universityen_US
dc.description.abstractThe study examined the relationship of self-efficacy, self-regulation and prosocial behavior among secondary school students in Uganda. A sample size of 200 students from five secondary schools (3 private and 2 government schools) with age between (13-14, 15-16 and 17-18) years were selected. The findings posited the path of relations assigning self-regulation a major role of predicting the level of students’ prosocial behavior. Self-regulation mediated the relations of self-efficacy to prosocial tendencies such as helping, caring, sharing, volunteering, and empathic concern towards others. A correlational design and a quantitative approach were used in data collection and analysis, and questionnaires were distributed among students using systematic random sampling to assess how effectively students dealt with beliefs and emotions and their later behaviors. Findings suggest that beliefs and emotions are necessary to make good choices or decisions to promote behaviors right from the self and relations with others (Damasio, 1994; Goleman, 1995). Positive significant relationships were established between self-efficacy and self-regulation, self-regulation and prosocial behavior, and self-efficacy and prosocial behavior. Recommendations were suggested to teachers, educators and policy makers of Uganda and beyond to enhance self-efficacy, self-regulation and prosocial behavior among other ways by structuring cooperation right from the classroom level, the entire school, parents and the neighborhood.en_US
dc.language.isoenen_US
dc.publisherMakerere Universityen_US
dc.subjectSelf-Efficacyen_US
dc.subjectSelf-Regulationen_US
dc.subjectProsocial Behavioren_US
dc.subjectUgandaen_US
dc.titleSelf-Efficacy, Self-Regulation and Prosocial Behavior among Secondary School Students in Ugandaen_US
dc.typeThesisen_US


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