Auto-efficacité et choix de la série d’études par les élèves : cas des élèves du lycée Félix Eboue au Tchad

Abstract

Our research we conducted is entitled: Self-efficacy and choice of study stream by pupils: the case of pupils at the lycée Félix Eboué in Chad. It aims to address the issue of how students’ self-efficacy influences their choice of study track. Specifically, it explores how students’ perceptions of their abilities (seft-efficacy) affect their decision when choosing a studing track. Two theories were used in this study: Lent, Brown & Hackett’s social cognitive theory of educational and vocational orientation (TSCOSP) (1994) and Sidanuis & Pratto theory of social dominance and the educational orientation choice and social roles of girls and boys (1999). To carry out this study, the central question guiding our thinking was formulated as follows: Is there a relationship between self-efficacy and students’ choice of study program? The answer to this question constituted our general hypothesis (HG), stated as follows: HG: There is a relationship between self-efficacy and students choice of academic program. Operationalizing this hypothesis grave rise to the following four research hypotheses: HR1: the active experience of mastery influences students’ choice of study series. HR2: vicarious experience influences student’s choice of academic program. HR3: verbal perception influences students’ choice of study series. HR4: the physiological and emotional effect influence students’ choice of study series. To test these hypotheses we administered a questionnaire to a sample of 148 subjects, all of whom were students at lycée Félix Eboué. The chi-square test was used to the test these hypotheses. The results obtained validate HR1, HR2 and HR3 at the a=0.05 significance level, with high contingency coefficient of: C= 0.40 for HR1 C= 0.41 for HR2 C=0.44 for HR3 In our study, only HR4 was invalidated. In the end, the general hypotheses of this research were validated. We can therefore conclude that self-efficacy influences students’ choice of study series.