Secondary school pupils' relationship with school

This book offers an analysis of the relationship with school as a determinant of academic performance among secondary school pupils. Starting from the observation that the most current studies aimed at explaining the variability of performance among pupils in Burkina Faso very often overlook the relational and affective dimensions between the pupil and the school, this book is interested in analyzing the existing links between relationship to school and school performance.Through the identification of certain sub-dimensions of the relationship to school, notably the meaning given to school work and the psychological well-being of the pupil at school, this book highlights the predominant role it plays in determining pupil performance. The book shows that the meaning that students give to school work, through their representations of the purpose of schooling and the value placed on school, is significantly correlated with academic performance. Similarly, students' psychological well-being at school is linked to their academic performance.