The effects of perceived threat of punishmment on pupils' behavioural adjustment in primary schools in Tanzania
| dc.contributor.author | Mwigani, Isdory Damian | |
| dc.date.accessioned | 2020-01-20T14:59:39Z | |
| dc.date.available | 2020-01-20T14:59:39Z | |
| dc.date.issued | 2010 | |
| dc.description | Available in print form, East Africana Collection, Dr. Wilbert Chagula Library, Class mark (THS EAF LB3025.M854) | en_US |
| dc.description.abstract | In a school situation one can hardly talk of punishment without relating it to discipline. Punishment has been always associated with discipline; and in fact punishment is often used as a disciplinary measure, a means of controlling discipline. The present study investigated the effects of perceived threat of punishment on pupils' behavioural adjustment in primary schools in Tanzania. It investigated the relationship between pupils' perceived threat of punishment and their adjustment in terms of anxiety level. Also, the study sought to examine the relationship between pupils' anxiety level and their academic performance. A sample of 264 primary school pupils (156 girls and 108 boys), aged between 11 and 16 years from Moshi Rural District in Kilimanjaro region, completed a self-administered questionnaire. Data were analysed quantitatively using SPSS Version 13.0. This study was conducted from May to June 2007. The results revealed a positive and significant relationship between pupils' perceived threat of punishment and their adjustment in terms of anxiety level (r=.291, p<0.01). Results further indicated a statistically moderate but significant positive relationship between threat of punishment and perceived teacher-pupil relations (r=.348, p<0.01). Furthermore, it was found that there was a negative and significant relationship between pupils' anxiety level and academic performance (r=-.193, p<0.01). It can be concluded that, teachers should understand in more than one way the psychological and developmental levels of pupils in order to create a cooperative learning environment at school. Also, teachers should employ guidance and counselling skills to attend pupils with psychological problems in order help them perform better in their studies. | en_US |
| dc.identifier.citation | Mwigani, I. D. (2010). The effects of perceived threat of punishmment on pupils' behavioural adjustment in primary schools in Tanzania, Master dissertation, University of Dar es Salaam. | en_US |
| dc.identifier.uri | http://41.86.178.5:8080/xmlui/handle/123456789/6665 | |
| dc.language.iso | en | en_US |
| dc.publisher | University of Dar es Salaam | en_US |
| dc.subject | Punishment | en_US |
| dc.subject | Discpline of children | en_US |
| dc.subject | Child psychology | en_US |
| dc.subject | Education | en_US |
| dc.subject | Tanzania | en_US |
| dc.title | The effects of perceived threat of punishmment on pupils' behavioural adjustment in primary schools in Tanzania | en_US |
| dc.type | Thesis | en_US |