RELATION ENTRE L'ESTIME DE SOI ET LA PROCRASTINATION SCOLAIRE: UNE ETUDE AUPRES DES LYCEENS A LOME AU TOGO / RELATIONSHIP BETWEEN SELF-ESTEEM AND SCHOOL PROCRASTINATION: A STUDY AMONG HIGH SCHOOL STUDENTS IN LOMÉ, TOGO
Abstract
La littérature scientifique togolaise souffre d’absence d’études relatives à l’interaction entre l’estime de soi et la procrastination scolaire. C’est pour combler cette lacune que, pour une première, ce travail est conduit avec comme objectif de montrer que l’estime de soi prédit la procrastination scolaire. Pour atteindre cet objectif, une enquête auprès de 248 lycées (M = 17 ans ; Ecart-type = 1,6) à Lomé à l’aide de l’échelle d’estime de soi de Rosenberg (1965) et de la procrastination scolaire d’Osiurak et al. (2015). Les données collectées ont été soumises à des analyses de régression linéaire. Les résultats obtenus montrent que l’estime de soi est négativement associée à la procrastination scolaire (β (228 ; 1) = - 0,28 ; p < 0,000). Ce résultat a été discuté en référence aux travaux antérieurs et une suggestion a été faite pour une éventuelle étude future.
Togolese scientific literature suffers from a lack of studies relating to the interaction between self-esteem and school procrastination. It is to fill this gap that, for the first time, this work is carried out with the aim of showing that self-esteem predicts school procrastination. To achieve this objective, a survey of 248 high schools (M = 17 years; Standard deviation = 1.6) in Lomé using self-esteem scale of Rosenberg (1965) and school procrastination of Osiurak et al. (2015). The data collected were subjected to linear regression analyzes. The results obtained show that self-esteem is negatively associated with school procrastination (β (228; 1) = - 0.28; p <0.000). This result was discussed with reference to previous work and a suggestion was made for a possible future study.
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DOI: http://dx.doi.org/10.46827/ejes.v7i6.3112
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