Browsing by Author "Zanna, Clay"

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    External Support and Demographic Factors as Differentials of Achievement Goal Orientation among Adolescent Students in Resource-Limited Environments.
    (Kabale University, 2024) Ndyareeba, Eunice; Biirah, Judith; Kasawo, Henry Kibedi; Zanna, Clay
    This study unveils demographic factors (age, gender, school type, compassion support, parental education, income) as correlates of achievement goal orientation. Using a convergent parallel mixed methods approach, the study investigated the influence of these demographic characteristics on achievement goal orientation among 510 adolescent students aged 12-21 (231 males, 279 females) in secondary schools in Southwestern Uganda. Using the Achievement Goal Questionnaire (AGQ-R) Scale and key informant interview guide, achievement goal orientation preferences and the influence of external support were respectively measured. Qualitative findings revealed teacher-student relationships, goal-setting training, defined external rewards, and peer pressure as critical factors that influence achievement goal orientation choice. Kruskal Wallis and Mann- Whitney U test results revealed that parents' income and education level, students' school type, and external support influenced achievement goal orientation preference among adolescent students in southwestern Uganda. In conclusion, this research provides a comprehensive understanding of the intricate interconnectedness of these variables, offering valuable insights to enrich educational interventions, especially in resource-limited learning environments. This study contributes to the ongoing efforts to increase the adoption of achievement goal orientation that results in self-skill enhancement through targeted and effective educational interventions.
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    Student Gender and Support by Compassion International Influences Achievement Goal Orientation among Adolescents in South-western Uganda.
    (Kabale University, 2024) Ndyareeba, Eunice; Zanna, Clay; Biirah, Judith; Kasawo, Henry Kibedi
    The adoption of achievement goal orientation is a crucial factor in shaping an individual's attitudes and behaviors toward learning. The aim of this study was to investigate the impact of gender and support from Compassion International on the adoption of achievement goal orientation (AGO). The study used a parallel mixed methods approach to sample 510 adolescent students aged 12 -21 years were included in the study. Both Compassion International support beneficiaries and nonbeneficiaries were recruited for the study. The Mann-Whitney Test for Differences yielded statistically significant findings regarding the adoption of achievement goal orientation about gender and support from Compassion International. Mann-Whitney U Test was used because it was suitable for comparing the overall distribution of participants across gender and Compassion International support since the numbers of respondents within each of the two categories were not uniformly distributed. The adoption of mastery approach (MAP) and performance-avoidance goals (PAV) was found to be predicted by Gender, whereas mastery goals (approach and avoidance) and performance approach goals (PAP) were predicted by support from Compassion International. The findings of the study offer valuable insights into the possible gender-based discrepancies in achievement goal orientation and underscore the significance of compassion support in promoting achievement goal orientation that results in self-skill enhancement. This information can serve as a valuable resource for educators, parents, and policymakers in formulating effective approaches that tackle gender-based disparities as well as integrating external support initiatives by non-governmental organizations within the educational framework to foster fair and enduring educational outcomes.