Abstracts
Résumé
La présente recherche vise à expliquer l’effet de l’expérience universitaire (bourse, redoublement) sur la relation entre les caractéristiques de préadmission (profession du père, genre, lieu de naissance, âge à la première inscription, domaine d’étude, score à l’examen de fin du secondaire, délai d’inscription, réforme universitaire) et la persévérance aux études à la maîtrise en sciences, technologies, ingénierie et mathématiques (STIM) à une université au Burkina Faso. La régression de Cox et l’analyse moderne de médiation sont utilisées sur des données longitudinales de 14 cohortes d’étudiants (n = 13 891). Les résultats indiquent une médiation indirecte uniquement (profession du père [autre], domaine d’étude, âge à la première inscription); une médiation complémentaire (score à l’examen de fin du secondaire); une médiation compétitive (délai d’inscription, réforme universitaire); une absence de médiation (lien direct uniquement) pour le genre; et aucun effet médiateur pour le lieu de naissance et la profession salariée du père. Des programmes de bourses ainsi que des réformes et politiques adéquates visant à réduire le redoublement amélioreraient la persévérance aux études à la maîtrise en STIM.
Mots-clés :
- persévérance aux études,
- expérience universitaire,
- analyse de survie,
- analyse de médiation,
- Burkina Faso
Abstract
The purpose of this research is to analyze the effect of the university experience (scholarship, repetition) on the relationship between pre-entry attributes (father’s occupation, gender, place of birth, age at first enrollment, field of study, graduate point average [GPA], time to first enrollment in the university, university reform) and academic persistence in master’s degree in science, technology, engineering, and mathematics (STEM) at a university in Burkina Faso. Cox regression and modern mediation analyses are used on longitudinal data from 14 cohorts of freshmen (n = 13,891). Findings revealed indirect-only mediation (father’s occupation [other], field of study, age at first enrollment), complementary mediation (GPA), competitive mediation (time to first enrollment, university reform), and an absence of mediation (direct-only) for gender. There is no mediating effect for the place of birth and the father’s salaried profession. Scholarship programs as well as appropriate reforms and policies aiming to reduce repetition are required to improve academic persistence in master’s degree in STEM.
Keywords:
- academic persistence,
- university experience,
- survival analysis,
- mediation analysis,
- Burkina Faso
Resumo
A presente investigação visa explicar o efeito da experiência universitária (bolsa de estudos, repetição) na relação entre as características de pré-admissão (profissão do pai, género, naturalidade, idade da primeira matrícula, área de estudo, classificação no exame final do ensino secundário, prazo de inscrição, reforma universitária) e perseverança nos estudos de mestrado em ciência, tecnologia, engenharia e matemática (STEM) na Universidade Joseph Ki-Zerbo do Burkina Faso. A regressão de Cox e a análise moderna de mediação são usadas em dados longitudinais de 14 coortes de alunos (n = 13 891). Os resultados indicam apenas uma mediação indireta (profissão do pai [outra], área de estudo, idade na primeira matrícula); uma mediação complementar (classificação no exame final do ensino secundário); uma mediação competitiva (prazo de inscrição, reforma universitária); uma falta de mediação (ligação direta apenas) para género; e nenhum efeito mediador para o local de nascimento e a profissão assalariada do pai. A perseverança nos estudos de mestrado em STEM melhoraria com programas de bolsas de estudo e reformas e políticas adequadas destinadas a reduzir a repetição.
Palavras chaves:
- perseverança nos estudos,
- experiência universitária,
- análise de sobrevivência,
- análise de mediação,
- Burkina Faso
Appendices
Références
- Allen, D. F. et Bir, B. (2012). Academic confidence and summer bridge learning communities: Path analytic linkages to student persistence. Journal of College Student Retention, 13(4), 519-548. doi: 10.2190/CS.13.4.f
- Astin, A. W. (1976). Preventing students from dropping out (1st ed.). Jossey-Bass.
- Banque mondiale. (2020). La Banque mondiale au Burkina Faso – Burkina Faso: vue d’ensemble. https://www.banquemondiale.org/fr/country/burkinafaso/overview
- Baron, R. M. et Kenny, D. A. (1986). The moderator-mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations. Journal of Personality and Social Psychology, 51(6), 1173-1182. doi: 10.1037/0022-3514.51.6.1173
- Braxton, J. et Hirschy, A. (2005). Theoretical developments in college student departure. Dans A. Seidman (dir.), College student retention: Formula for student success (p. 61-87). Praeger Publishers.
- Breier, M. (2010). From “financial considerations” to “poverty”: Towards a reconceptualisation of the role of finances in higher education student drop out. Higher Education, 60(6), 657-670. doi: 10.1007/s10734-010-9343-5
- Bureau of Labor Statistics (2019). Occupational outlook handbook 2018-2028: Fastest growing occupations. https://www.bls.gov/ooh/fastest-growing.htm
- Cabrera, A. F., Nora, A. et Castaneda, M. B. (1993). College persistence: Structural equations modeling test of an integrated model of student retention. Journal of Higher Education, 64(2), 123-139. doi: 10.2307/2960026
- Chen, R. (2008). Financial aid and student dropout in higher education: A heterogeneous research approach. Dans J. C. Smart (dir.), Higher Education (p. 209-239). Springer Netherlands.
- Chen, R. et Desjardins, S. L. (2010). Investigating the impact of financial aid on student dropout risks: Racial and ethnic differences. Journal of Higher Education, 81(2), 179-208. doi: 10.1353/jhe.0.0085
- Cleves, M. A. (2008). An introduction to survival analysis using Stata (2nd ed.). Stata Press.
- Crichton, N. (2002). Likelihood ratio test. Journal of Clinical Nursing, 11(2), 288-288. https://www.researchgate.net/publication/296815929_Likelihood_ratio_test
- Cox, D. R. (1972). Regression models and life-tables. Journal of the Royal Statistical Society, 34(2), 187-220. https://www.jstor.org/stable/2985181
- Cox, D. R. et Snell, E. J. (1968). A general definition of residuals. Journal of the Royal Statistical Society, 30(2), 248-275. https://www.jstor.org/stable/2984505
- DaDeppo, L. M. W. (2009). Integration factors related to the academic success and intent to persist of college students with learning disabilities. Learning Disabilities Research & Practice, 24(3), 122-131. doi: 10.1111/j.1540-5826.2009.00286.x
- De Clercq, M., Roland, N., Dupont, S., Parmentier, P. et Frenay, M. (2014). De la persévérance à la réussite universitaire: réflexion critique et définition de ces concepts en contexte belge francophone. Les Cahiers de recherche du GIRSEF, 98, 1-25. https://www.researchgate.net/publication/263238666_De_la_perseverance_a_la_reussite_universitaire_reflexion_critique_et_definition_de_ces_concepts_en_contexte_belge_francophone_Les_Cahiers_de_recherche_du_Girsef
- DeRemer, M.-A. (2002). The adult student attrition process (ASADP) model [Thèse de doctorat non publiée, University of Texas]. https://repositories.lib.utexas.edu/handle/2152/540
- Desjardins, S. L., Ahlburg, D. et McCall, B. (1999). An event history model of student departure. Economics of Education Review, 18(3), 375-390. doi: 10.1016/S0272-7757(98)00049-1
- Dowd, A. C. (2004). Income and financial aid effects on persistence and degree attainment in public colleges. Education Policy Analysis Archives, 12(21). doi: 10.14507/epaa.v12n21.2004
- Eccles, J. S. et Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53, 109-132. doi: 10.1146/annurev.psych.53.100901.135153
- Ehrenberg, R. G. (2010). Analyzing the factors that influence persistence rates in STEM field majors: Introduction to the symposium. Economics of Education Review, 29(6), 888-891. doi: 10.1016/j.econedurev.2010.06.012
- Engstrom, C. et Tinto, V. (2008). Access without support is not opportunity. Change, 40(1), 46-50. doi: 10.3200/CHNG.40.1.46-50
- Gayles, J. G. et Ampaw, F. D. (2011). Gender matters: An examination of differential effects of the college experience on degree attainment in STEM. New Directions for Institutional Research, 2011(152), 19-25. doi: 10.1002/ir.405
- Gelfand, L., Mackinnon, D., Derubeis, R. et Baraldi, A. (2016). Mediation analysis with survival outcomes: Accelerated failure time vs. proportional hazards models. Frontiers in Psychology, 7(423), 1-10. doi: 10.3389/fpsyg.2016.00423
- Green, A. et Sanderson, D. (2018). The roots of STEM achievement: An analysis of persistence and attainment in STEM majors. American Economist, 63(1), 79-93. doi: 10.1177/0569434517721770
- Griffith, A. L. (2010). Persistence of women and minorities in STEM field majors: Is it the school that matters? Economics of Education Review, 29(6), 911-922. doi: 10.1016/j.econedurev.2010.06.010
- Hansen, W. L. (1983). Impact of student financial aid on access. Proceedings of the Academy of Political Science, 35(2), 84-96. doi: 10.2307/3700892
- Hayes, A. F. (2013). Introduction to mediation, moderation, and conditional process analysis: A regression-based approach. Guilford Press.
- Heilbronner, N. N. (2011). Stepping onto the STEM pathway: Factors affecting talented students’ declaration of STEM majors in college. Journal for the Education of the Gifted, 34(6), 876-899. doi: 10.1177/0162353211425100
- Heilbrun, A. B. (1965). Personality factors in college dropout. Journal of Applied Psychology, 49, 1-7.
- Houme, K. P. (2009). Application de la théorie du comportement planifié pour prédire la persévérance des étudiants en sciences naturelles de l’Université de Lomé (Togo) [Thèse de doctorat non publiée, Université Laval]. https://corpus.ulaval.ca/jspui/handle/20.500.11794/21825
- Ishitani, T. T. (2016). Time-varying effects of academic and social integration on student persistence for first and second years in college. Journal of College Student Retention: Research, Theory & Practice, 18(3), 263-286. doi: 10.1177/1521025115622781
- Kamanzi, P. C., Bastien, N., Doray, P. et Magnan, M.-O. (2016). Immigration et cheminements scolaires aux études supérieures au Canada: qui y va et quand? Une analyse longitudinale à partir du modèle de Cox. Revue canadienne d’enseignement supérieur, 46(2), 225-248. http://journals.sfu.ca/cjhe/index.php/cjhe/article/view/184865/pdf
- Kamanzi, P. C., Doray, P., Bonin, S., Groleau, A. et Murdoch, J. (2010). Les étudiants de première génération dans les universités: l’accès et la persévérance aux études au Canada. Canadian Journal of Higher Education, 40(3), 1-24. https://www.researchgate.net/publication/277851289_Les_etudiants_de_premiere_generation_dans_les_universites_l’acces_et_la_perseverance_aux_etudes_au_Canada
- Kobiané, J.-F. et Pilon, M. (2013). Parcours académique des étudiants de l’Université de Ouagadougou. Presses universitaires de Ouagadougou.
- Kokkelenberg, E. C. et Sinha, E. (2010). Who succeeds in STEM studies? An analysis of Binghamton University undergraduate students. Economics of Education Review, 29(6), 935-946. doi: 10.1016/j.econedurev.2010.06.016
- Lange, V. T. et Hansen, V. J. (2011). Direct and indirect effects in a survival context. Epidemiology, 22(4), 575-581. doi: 10.1097/EDE.0b013e31821c680c
- Lapointe-Shaw, L., Bouck, Z., Howell, N. A., Lange, T., Orchanian-Cheff, A., Austin, P. C., Ivers, N. M., Redelmeier, D. A. et Bell, C. M. (2018). Mediation analysis with a time-to-event outcome: A review of use and reporting in healthcare research. BMC Medical Research Methodology, 18(1), 1-12. doi: 10.1186/s12874-018-0578-7
- Loye, A. S., Frenette, É. et Kobiané, J.-F. (2017). Effet des caractéristiques pré-admissions et de l’expérience du système universitaire sur la persévérance aux études en enseignement supérieur: perspective de recherche en Afrique. Revue de l’enseignement supérieur en Afrique, 15(2), 109-132. https://www.jstor.org/stable/26640373
- MacKinnon, D. P. (2008). Introduction to statistical mediation analysis. Lawrence Erlbaum Associates.
- Miller, R. B., Greene, B. A., Montalvo, G. P., Ravindran, B. et Nichols, J. D. (1996). Engagement in academic work: The role of learning goals, future consequences, pleasing others, and perceived ability. Contemporary Educational Psychology, 21(4), 388-422. doi: 10.1006/ceps.1996.0028
- Miller, R. et Tatum, S. (2008). The association of family history knowledge and cultural change with persistence among undergraduate low-income, first-generation college students. Research and Teaching in Developmental Education, 24(2), 39-55. https://www.jstor.org/stable/42802309
- Ministère de l’enseignement supérieure, de la recherche scientifique et de l’innovation (MESRSI). (2019). Annuaire statistique de l’enseignement secondaire et supérieur 2017-2018. Burkina Faso. http://cns.bf/IMG/pdf/annuaire_statistique_2017-2018_de_l_enseignement_superieur.pdf
- Moline, A. E. (1987). Financial aid and student persistence: An application of causal modeling. Research in Higher Education, 26(2), 130-147. doi: 10.1007/BF00992025
- Multon, K. D., Brown, S. D. et Lent, R. W. (1991). Relation of self-efficacy beliefs to academic outcomes: A meta-analytic investigation. Journal of Counseling Psychology, 38(1), 30-38. doi: 10.1037/0022-0167.38.1.30
- Murdoch, J., Doray, P., Comoé, É., Groleau, A. et Kamanzi, C. (2012). Les inégalités sociales et scolaires d’accès à l’enseignement supérieur canadien. Dans M. Romainville et C. Michaut (dir.), Réussite, échec et abandon dans l’enseignement supérieur (p. 91-115). De Boeck.
- Murtaugh, P., Burns, L. et Schuster, J. (1999). Predicting the retention of university students. Research in Higher Education, 40(3), 355-371. doi: 10.1023/A:1018755201899
- Neuville, S., Frenay, M., Schmitz, J., Boudrenghien, G., Noël, B. et Wertz, V. (2007). Tinto’s theoretical perspective and expectancy-value paradigm: A confrontation to explain freshmen’s academic achievement. Psychologica Belgica, 47(1-2), 31-50. doi: 10.5334/pb-47-1-31
- Nguyen, Q., Osypuk, T., Schmidt, N., Glymour, M. et Tchetgen, E. (2015). Practical guidance for conducting mediation analysis with multiple mediators using inverse odds ratio weighting. American Journal of Epidemiology, 181(5), 349-356. doi: 10.1093/aje/kwu278
- Nicpon, M. F., Huser, L., Blanks, E. H., Sollenberger, S., Befort, C. et Kurpius, S. E. R. (2006). The relationship of loneliness and social support with college freshmen’s academic performance and persistence. Journal of College Student Retention, 8(3), 345-358. doi: 10.2190/A465-356M-7652-783R
- Ost, B. (2010). The role of peers and grades in determining major persistence in the sciences. Economics of Education Review, 29(6), 923-934. doi: 10.1016/j.econedurev.2010.06.011
- Peng, S. S. et Fetters, W. B. (1978). Variables involved in withdrawal during the first two years of college: Preliminary findings from the national longitudinal study of the high school class of 1972. American Educational Research Journal, 15(3), 361-372. doi: 10.3102/00028312015003361
- Pintrich, P. R. et Schunk, D. H. (2002). Motivation in education: Theory, research, and applications. Merrill Prentice Hall.
- Preacher, K. et Hayes, A. (2004). SPSS and SAS procedures for estimating indirect effects in simple mediation models. Behavior Research Methods, Instruments, & Computers, 36(4), 717-731. doi: 10.3758/BF03206553
- Price, J. (2010). The effect of instructor race and gender on student persistence in STEM fields. Economics of Education Review, 29(6), 901-910. doi: 10.1016/j.econedurev.2010.07.009
- Pritchard, M. E. et Wilson, G. (2003). Using emotional and social factors to predict student success. Journal of College Student Development, 44(1), 18-28. doi: 10.1353/csd.2003.0008
- Rask, K. (2010). Attrition in STEM fields at a liberal arts college: The importance of grades and pre-collegiate preferences. Economics of Education Review, 29(6), 892-900. doi: 10.1016/j.econedurev.2010.06.013
- Robbins, S. B., Lauver, K., Le, H., Davis, D., Langley, R. et Carlstrom, A. (2004). Do psychosocial and study skill factors predict college outcomes? A meta-analysis. Psychological Bulletin, 130(2), 261-288. doi: 10.1037/0033-2909.130.2.261
- Roland, N., Frenay, M. et Boudrenghien, G. (2015). Identification des croyances associées à la persévérance des étudiants en première année à l’université. Revue des sciences de l’éducation, 41(3), 409-429. doi: 10.7202/1035311ar
- Rottinghaus, P. J., Falk, N. A. et Park, C. J. (2018). Career assessment and counseling for STEM: A critical review. The Career Development Quarterly, 66(1), 2-34. doi: 10.1002/cdq.12119
- Schewel, K. et Fransen, S. (2018). Formal education and migration aspirations in Ethiopia. Population and Development Review, 44(3), 555-587. doi: 10.1111/padr.12159
- Schmitz, J., Frenay, M., Neuville, S., Boudrenghien, G., Wertz, V., Noël, B. et Eccles, J. (2010). Étude de trois facteurs clés pour comprendre la persévérance à l’université. Revue française de pédagogie, 3(172), 43-61.doi: 10.4000/rfp.2217
- Smeding, A. (2012). Women in science, technology, engineering, and mathematics (STEM): An investigation of their implicit gender stereotypes and stereotypes’ connectedness to math performance. Sex Roles, 67(11), 617-629. doi: 10.1007/s11199-012-0209-4
- St. John, E., Kirshstein, R. et Noell, J. (1991). The effects of student financial aid on persistence: A sequential analysis. Review of Higher Education, 14(3), 383-406.
- Terkla, D. G. (1985). Does financial aid enhance undergraduate persistence? Journal of Student Financial Aid, 15(3), 11-18. https://ir.library.louisville.edu/jsfa/vol15/iss3/2/
- Thompson, R. et Bolin, G. (2011). Indicators of success in STEM majors: A cohort study. Journal of College Admission, 212, 18-24. https://www.researchgate.net/publication/271828374_Indicators_of_success_in_STEM_majors_A_cohort_study
- Tinto, V. (1975). The distributive effects of public junior college availability. Research in Higher Education, 3(3), 261-274. doi: 10.1007/BF00991214
- Tinto, V. (1997). Classrooms as communities: Exploring the educational character of student persistence. Journal of Higher Education, 68(6), 599-623. doi: 10.2307/2959965
- Van Zyl, A. (2016). The contours of inequality: The links between socio-economic status of students and other variables at the University of Johannesburg. Journal of Student Affairs in Africa, 4(1), 1-16. doi: 10.14426/jsaa.v4i1.141
- VanderWeele, T. J. (2015). Explanation in causal inference methods for mediation and interaction. Oxford University Press.
- VanderWeele, T. J. (2016). Mediation analysis: A practitioner’s guide. Annual Review of Public Health, 37(1), 17-32. doi: 10.1146/annurev-publhealth-032315-021402
- VanderWeele, T. J. et Vansteelandt, S. (2010). Odds ratios for mediation analysis for a dichotomous outcome. American Journal of Epidemiology, 172(12), 1339-1348. doi: 10.1093/aje/kwq332
- Veal, J. L., Bull, M. J. et Miller, J. F. (2012). A framework of academic persistence and success for ethnically diverse graduate nursing students. Nursing Education Perspectives, 33(5), 322-327. doi: 10.5480/1536-5026-33.5.322
- Viau, R. (2009). La motivation à apprendre en milieu scolaire. Éditions du Renouveau pédagogique.
- Wood, J. L. (2014). Examining academic variables affecting the persistence and attainment of black male collegians: A focus on academic performance and integration in the two-year college. Race Ethnicity and Education, 17(5), 601-622. doi: 10.1080/13613324.2012.733687
- Zagré, A. (2007). Regard sur l’enseignement supérieur au Burkina Faso. Presses universitaires de Ouagadougou.
- Zhao, X., Lynch, J. G. et Chen, Q. (2010). Reconsidering Baron and Kenny: Myths and truths about mediation analysis. Journal of Consumer Research, 37(2), 197-206. doi: 10.1086/651257
10.7202/1035311ar