Perception of Competence and Level of Engagement Among Chadian Students in Transition to The Master's Cycle at The University of Douala in Cameroon

This article aims to highlight the catalytic role of perceived competence on the level of academic engagement among Chadian students in transition to a master's program at the University of Douala in Cameroon. Indeed, several studies emphasize the constant specific difficulties faced by the majority of Chadian students during their studies in traditional or professional master's programs (Berger, 2012; Fernandez, 2010; Frenay, Boudrenghien, Dayez & Paul, 2007 cited by Dubeau, Frenay, and Samson, 2015). This situation raises the issue of low academic engagement, or even a decline in the academic engagement of these students. In doing so, the article explores among Chadian students in transition the weight of perseverance in the face of failure, interactions with peers, judgments of their abilities, and the representation of the educational value of their actions on their agreed decision to remain focused on academic goals in master's cycle. 120 Chadian students regularly enrolled in master's programs responded to a self-assessment questionnaire, and the results of the SPSS analysis through a Spearman correlation show that the perception of competence among Chadian students in a transition situation creates conditions for improving their level of academic engagement in the master's program at the University of Douala.