Are caning and learning friends or foes in Ghanaian secondary schools?

References

• Agbenyega, J. S. (2006). Corporal punishment in the schools of Ghana: Does inclusive education suffer? The Australian Educational Researcher, 33(3), 107–15. https://doi.org/https://doi.org/10.1007/BF03216844
   Web of Science ®Google Scholar
• Anderson, J., & Kriesler, A. (2018). Making maths matter: Engaging students from low socio-economic schools through social justice contexts. In E. Bergqvist, C. M. Österholm, Granberg, & L. Sumpter (Eds.), 42nd conference of the international group for the psychology of mathematics education (Vol.2, pp. 35–42). Umea, Sweden: PME.
   Google Scholar
• Bateman, T. S., & Crant, J. M. (2003). Revisiting intrinsic and extrinsic motivation. Paper presented at the meeting of the academy of management, Seattle, WA.
   Google Scholar
• Boakye, K. E. (2013). Correlates and predictors of juvenile delinquency in Ghana. International Journal of Comparative and Applied Criminal Justice, 37(4), 257–278. https://doi.org/https://doi.org/10.1080/01924036.2013.792149
   Google Scholar
• Brahier, D. J. (2011). Motivation and disposition: The hidden curriculum. In D. J. Brahier & W. R. Speer (Eds.), Motivation and disposition: Pathways to learning, 73rd yearbook of the National Council of Teachers of Mathematics (pp. 1–12). NCTM.
   Google Scholar
• Cerasoli, C. P., Nicklin, J. M., & Ford, M. T. (2014). Intrinsic motivation and extrinsic incentives jointly predict performance: A 40-year meta-analysis. Psychological Bulletin. Advance Online Publication, 1–30. https://doi.org/https://doi.org/10.1037/a0035661
   Google Scholar
• Cohen, I., Manion, I., & Morrison, K. (2005). Research methods in education (5th ed.). London, UK: Routledge Falmer
   Google Scholar
• Cokley, K. O. (2000). Examining the validity of the academic motivation scale by comparing scale construction to self-determination theory. Psychological Reports, 86(2), 560–564. https://doi.org/https://doi.org/10.2466/PR0.86.2.560-564
   PubMed Web of Science ®Google Scholar
• Cokley, K. O., Bernard, N., Cunningham, D., & Motoike, J. (2001). A psychometric investigation of the Academic motivation scale using a United States sample. Measurement and Evaluation in Counseling and Development, 34(2), 109–119. doi:https://doi.org/10.1080/07481756.2001.12069027
   Web of Science ®Google Scholar
• Covell, K., & Becker, J. (2011). Five Years on: A global update on violence against children, report for the NGO advisory council for follow-up to the UN Secretary-General’s Study on violence against Children. United Nations.
   Google Scholar
• Deci, E., Koestner, R., & Ryan, R. M. (1999). A meta-analytic review of experiments examining the effects of extrinsic rewards on intrinsic motivation. Psychological Bulletin, 125(6), 627–668. https://doi.org/https://doi.org/10.1037/0033-2909.125.6.627
   PubMed Web of Science ®Google Scholar
• Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. Plenum.
   Google Scholar
• Deci, E. L., & Ryan, R. M. (2000a). The “what” and “why” of goal pursuits: Human needs and the self-determination of behaviour. Psychological Inquiry, 11(4), 227–268. https://doi.org/https://doi.org/10.1207/S15327965PLI1104_01
   Web of Science ®Google Scholar
• Elliott, B., Oty, K., McArthur, J., & Clark, B. (2001). The effect of an interdisciplinary algebra/science course on students’ problem solving skills, critical thinking skills and attitudes toward mathematics. International Journal of Mathematical Education in Science & Technology, 132(6), 811–816. https://doi.org/https://doi.org/10.1080/00207390110053784
   Google Scholar
• Fairchild, A. J., Horst, S. J., Finney, S. J., & Barron, K. E. (2005). Evaluating existing and new validity evidence for the academic motivation scale. Contemporary Educational Psychology, 30(3), 331–358. https://doi.org/https://doi.org/10.1016/j.cedpsych.2004.11.001
   Web of Science ®Google Scholar
• Freeman, M. D. A. (2010). Upholding the dignity and best interests of children: International law and the corporal punishment of children. Law and Contemporary Problems, 73(112), 211–251
   Google Scholar
• Gaspard, H., Dicke, A.-L., Flunger, B., Schreier, B., & Hafner, I. (2015). More value through greater differentiation: Gender differences in value beliefs about math. Journal of Educational Psychology, 107(3), 663–677. https://doi.org/https://doi.org/10.1037/edu0000003
   Web of Science ®Google Scholar
• Gershoff, E. T. (2017). School corporal punishment in global perspective: Prevalence, outcomes, and efforts at intervention. Psychology, Health & Medicine, 22(S1), 224–239. https://doi.org/https://doi.org/10.1080/13548506.2016.1271955
   PubMed Web of Science ®Google Scholar
• Hannula, S. M. (2006). Motivation in mathematics: Goals reflected in emotions. Educational Studies in Mathematics, 63(2), 165–178. https://doi.org/https://doi.org/10.1007/s10649-005-9019-8
   Google Scholar
• Hannula, S. M. (2015). Emotions in problem solving. In J. S. Cho (Ed.), Selected regular lectures from the 12th international congress on mathematical education (pp. 269–288). Cham: Springer International Publishing.
   Google Scholar
• Holstein, B. (2014). Mixed methods social networks research: An introduction. In S. Dominguez & B. Hollstein (Eds.),Mixed Methods Social Networks Research: Design and Applications, 1, 3–35.
   Google Scholar
• International Labour Organisation. (1998). Act of the parliament of the Republic of Ghana entitled “The children’s Act, 1998”. Retrieved from http://www.ilo.org/dyn/natlex/docs/WEBTEXT/56216/65194/E98GHA01.htm.
   Google Scholar
• Kyei-Gyamfi, S. (2011). Corporal punishment in Ghana. In R. K. Ame, D. L. Agbényiga, & N. A. Apt (Eds.), Children’s rights in Ghana: Reality or rhetoric? (pp. 77–98). Lexington Books.
   Google Scholar
• Lemos, M. S., & Verissimo, L. (2014). The relationships between intrinsic motivation, extrinsic motivation, and achievement, along elementary school. Procedia - Social and Behavioral Sciences, 112, 930–938. https://doi.org/https://doi.org/10.1016/j.sbspro.2014.01.1251
   Google Scholar
• Lepper, M. R., Corpus, J. H., & Iyengar, S. S. (2005). Intrinsic and extrinsic motivational orientations in the classroom: Age differences and academic correlates. Journal of Educational Psychology, 97(2), 184–196. https://doi.org/https://doi.org/10.1037/0022-0663.97.2.184
   Web of Science ®Google Scholar
• Lim, S. Y., & Chapman, E. (2014). Adapting the academic motivation scale for use in pre-tertiary mathematics classrooms. Mathematics Education Research Journal, 27(3), 331–357. https://doi.org/https://doi.org/10.1007/s13394-014-0140-9
   Web of Science ®Google Scholar
• Liu, W. C., Wang, C. K. J., Tan, O. S., Kohn, C., & Ee, J. (2009). A self-determination approach to understanding student’s motivation in project work. Learning and Individual Differences, 19(1), 139–145. https://doi.org/https://doi.org/10.1016/j.lindif.2008.07.002
   Web of Science ®Google Scholar
• Malmivuori, M. (2006). Affect and self-regulation. Educational Studies in Mathematics, 63(2), 149–164. https://doi.org/https://doi.org/10.1007/s10649-006-9022-8
   Google Scholar
• Matthews, A. R., Hoessler, C., Jonker, L., & Stockley, D. (2013). Academic motivation in calculus. Canadian Journal of Science, Mathematics and Technology Education, 13(1), 1–17. https://doi.org/https://doi.org/10.1080/14926156.2013.758328
   Google Scholar
• Middleton, J. A., Jansen, A., & Goldin, G. A. (2016). Motivation. In G. Kaiser (Ed.), Attitudes, beliefs, motivation and identity in mathematics education. An overview of the field and future directions. ICME-13 Topical Surveys (pp. 17–23). Springer Open.
   Google Scholar
• Ministry of Education. (2008) . Teachers’ code of conduct: Rules of professional conduct for teachers in Ghana. Ghana Education Service.
   Google Scholar
• Morrow, V., & Singh, R. (2014). Corporal punishment in schools in Andhra Pradesh, India: Children’s and parents’ views. Young lives.
   Google Scholar
• Mullis, I. V. S., Martin, M. O., Foy, P., & Arora, A. (2012). TIMSS 2011 international results in mathematics. TIMSS & PIRLS International Study Center, Boston College.
   Google Scholar
• Ogando Portela, M. J., & Pells, K. (2015). Corporal punishment in schools: Longitudinal evidence from Ethiopia, India, Peru, and Viet Nam. Innocenti Discussion Paper No. 2015-02. Florence: UNICEF Office of Research. https://www.unicef-irc.org/publications/series/22/
   Google Scholar
• Ratelle, C. F., Guay, F., Vallerand, R. J., Larose, S., & Sen´ecal, C. (2007). Autonomous, controlled, and amotivated types of academic motivation: A person-oriented analysis. Journal of Educational Psychology, 99(4), 734–746
   Google Scholar
• Reeve, J., Deci, E. L., & Ryan, R. M. (2004). Self-determination theory: A dialectical framework for understanding the socio-cultural influences on student motivation. In D. McInerney & S. V. Etten (Eds.), Research on socio-cultural influences on motivation and learning: Big theories revisited (Vol. 4, pp. 31–59). Information Age.
   Google Scholar
• Reeve, J. (2009). Understanding motivation and emotion. John Wiley & Sons, Inc.
   Google Scholar
• Reiss, S. (2005). Extrinsic and intrinsic motivation at 30: Unresolved scientific issues. The Behavior Analyst, 28(1), 1–14. https://doi.org/https://doi.org/10.1007/BF03392100
   PubMedGoogle Scholar
• Rush, M., & Lazarus, S. I. (2018). ‘Troubling’ chastisement: A comparative historical analysis of child punishment in Ghana and Ireland. Sociological Research Online, 23(1), 177–196. https://doi.org/https://doi.org/10.1177/1360780417749250
   Web of Science ®Google Scholar
• Ryan, R. M., & Deci, E. L. (2000a). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25(1), 54–67. https://doi.org/https://doi.org/10.1006/ceps.1999.1020
   PubMed Web of Science ®Google Scholar
• Ryan, R. M., Lynch, M. F., Vansteenkiste, M., & Deci, E. L. (2010). Motivation and autonomy in counseling, psychotherapy, and behavior change: A look at theory and practice. The Counseling Psychologist, 39(2), 193–260. https://doi.org/https://doi.org/10.1177/0011000009359313
   Web of Science ®Google Scholar
• Silverstein, S. M. (2010). Bridging the gap between extrinsic and intrinsic motivation in the cognitive remediation of schizophrenia. Schizophrenia Bulletin, 36(5), 949–956. https://doi.org/https://doi.org/10.1093/schbul/sbp160
   PubMed Web of Science ®Google Scholar
• Smith, K. J., Davy, J. A., & Rosenberg, D. L. (2010). An examination of the validity of the academic motivation scale with a United States business student sample. Psychological Reports, 106(2), 323–341. https://doi.org/https://doi.org/10.2466/pr0.106.2.323-341
   PubMed Web of Science ®Google Scholar
• Teddlie, C., & Tashakkori, A. (2006). A general typology of research designs featuring mixed methods. Research in the Schools, 13, 2–28.
   Google Scholar
• Vallerand, R. J., & Bissonnette, R. (1992). Intrinsic, extrinsic and amotivational styles as predictors of behaviour: A prospective study. Journal of Personality, 60(3), 599–620.
   Web of Science ®Google Scholar
• Vallerand, R. J., Blais, M. R., Brière, N. M., & Pelletier, L. G. (1989). Construction and validation of the Echelle de motivation en Education (EME). Canadian Journal of Behavioural Sciences, 21(3), 323–349. https://doi.org/https://doi.org/10.1037/h0079855
   Web of Science ®Google Scholar
• Vallerand, R. J., Pelletier, L. G., Blais, M. R., Bri`ere, N. M., Sen´ecal, C., & Valli`eres, E. F. (1993). On the assessment of intrinsic, extrinsic, and amotivation in education: Evidence on the concurrent and construct validity of the academic motivation scale. Educational and Psychological Measurement, 53(1), 159–172. https://doi.org/https://doi.org/10.1177/0013164493053001018
   Web of Science ®Google Scholar
• Walter, J. G., & Hart, J. (2009). Understanding the complexities of student motivations in mathematics learning. Journal of Mathematical Behavior, 28(2–3), 162–170. https://doi.org/https://doi.org/10.1016/j.jmathb.2009.07.001
   Google Scholar
• Wang, J. C. K., Hagger, M., & Liu, W. C. (2009). A cross-cultural validation of perceived locus of causality scale in physical education context. Research Quarterly for Exercise and Sport, 80(2), 313–325. https://doi.org/https://doi.org/10.1080/02701367.2009.10599566
   PubMed Web of Science ®Google Scholar
• WASSCE. (2012). General resume of chief examiners’ reports. Accra, Ghana. West Africa Examination Council.
   Google Scholar
• West Africa Examination Council. (2013). General resume of chief examiners’ reports.
   Google Scholar
• West Africa Examination Council. (2014). General resume of chief examiners’ reports.
   Google Scholar
• West Africa Examination Council. (2015). General resume of chief examiners’ reports.
   Google Scholar
• West Africa Examination Council. (2016). General resume of chief examiners’ reports.
   Google Scholar
• West Africa Examination Council. (2017). General resume of chief examiners’ reports.
   Google Scholar
• West Africa Examination Council. (2018). General resume of chief examiners’ reports.
   Google Scholar
• Wigfield, A., & Cambria, J. (2010). Students’ achievement values, goal orientations, and interest: Definitions, development, and relations to achievement outcomes. Developmental Review, 30(1), 1–35. https://doi.org/https://doi.org/10.1016/j.dr.2009.12.001
   Web of Science ®Google Scholar
• Wigfield, A., & Eccles, J. S. (2000). Expectancy-value theory of achievement motivation. Contemporary Educational Psychology, 25(1), 68–81. https://doi.org/https://doi.org/10.1006/ceps.1999.1015
   PubMed Web of Science ®Google Scholar