Perception du risque et adaptation scolaire des adolescents.

Abstract

Educational institutions in Cameroon are facing a concerning rise in risk behaviors among adolescents, such as indiscipline, the consumption of psychoactive substances, delinquency, and risky sexual practices. At the same time, official data from the Baccalaureate Office reveal a high rate of academic failure. These observations raise the issue of the potential links between risk perception and adolescents’ school adjustment. Thus, our research question was formulated as follows: Why do adolescents, despite their awareness of the risks associated with psychoactive substance use, risky sexual behaviors, and delinquency, experience difficulties in school adjustment? To address this question, we formulated a general hypothesis stating that adolescents with a low perception of the risks related to psychoactive substance use, risky sexual behaviors, and delinquency tend to experience difficulties in school adjustment. This general hypothesis is supported by three specific hypotheses: H1, a low perception of the risks of psychoactive substance use impairs school adjustment; H2, a low perception of the risks associated with risky sexual behaviors deteriorates school adjustment; H3, a low perception of the risks of delinquency negatively affects school adjustment. This study is grounded in three theoretical frameworks: Bandura’s social cognitive theory (1986), which explains the mechanisms of behavioral learning; Rosenberg’s self-esteem theory (1965), which links self-image to academic success; and Deci and Ryan’s motivation theory (1985), which explores the motivational drivers underlying risk behaviors. The methodology is based on a sample of 734 students from four secondary schools in the cities of Yaoundé and Mbalmayo in the Centre region, selected through stratified sampling and purposive selection techniques. Data were collected using a questionnaire, in compliance with ethical research standards. To assess risk perception, an adapted version of the Adolescent Risk Perception Questionnaire (ARPQ) developed by Goldberg and Halpern-Felsher (2002) was used (α = 0.81). School adjustment was measured using the Student Dropout Risk Screening Tool (DEMS) developed by Potvin et al. (2004), adapted to the Cameroonian context by the Cameroonian Association for Academic Coaching and Educational, University and Career Guidance (ACCSOSUP, 2013), with satisfactory reliability (α = 0.86). Statistical analyses, conducted using the chi-square (χ²) test and logistic regression, confirmed the three specific hypotheses formulated in this study of 734 secondary school students. Chi-square tests revealed significant relationships between risk behaviors and several dimensions of school adjustment, while logistic regression identified the most influential predictive factors. The hypothesis related to psychoactive substances (H1) was validated: the use of alcohol, tobacco, or drugs is associated with frequent school changes, reprimands, irregular completion of assignments, absenteeism, and a negative attitude toward school. Students who experienced health problems related to these substances were 2.12 times more likely to repeat a grade. The hypothesis related to risky sexual behaviors (H2) was also confirmed. Unprotected sex, early sexual activity, multiple partnerships, and prostitution are linked to grade repetition, school mobility, parental reprimands, and absenteeism. Students who had managed an unintended pregnancy were 2.17 times more likely to repeat a grade. The hypothesis concerning delinquency (H3) showed that theft, vandalism, physical violence, and frequenting gaming halls are associated with absenteeism (χ² = 36.952), grade repetition, and reprimands. These behaviors reflect a process of school disengagement. Regression models showed an acceptable fit (AUC between 0.56 and 0.70). The most discriminating factors include prostitution (OR = 2.51 for parental reprimands), unprotected sex (OR = 2.12 for absenteeism), and breaking and entering (OR = 2.14 for absenteeism). The discussion is framed within social cognitive theory, self-esteem theory, and motivation theory, aligning with international literature on the relationship between risk perception and academic achievement. The limitations identified include the geographical scope of the sample, the cross-sectional nature of the study, and the absence of certain contextual variables. Recommendations include strengthening family supervision, training teachers, establishing counseling units, implementing integrated public policies, and promoting adolescent responsibility. Overall, the findings highlight the need for multisectoral intervention and a holistic approach to enhance school adjustment and prevent risk behaviors. Risk perception thus emerges as a key lever for protection and educational success.