Bien-être et performances académiques des étudiants de l’Université de Kinshasa

Abstract

The aim of this study was to relate university well-being to the academic performance of final-year students at the University of Kinshasa (Democratic Republic of Congo). To this end, the university well-being and satisfaction scales were administered to a non-probabilistic sample of 250 finalist students of the second cycle, of some faculties, of the University of Kinshasa enrolled for the academic year 2020-2021. The academic performance was obtained from the ranking of points, of the 2020-2021 academic year from some faculties targeted in the study. 

The results reveal, overall, that the subjects surveyed have a real sense of well-being at the university and are satisfied with their training environment. In addition, the study subjects perform well academically. The multiple regression analysis revealed, the positive and significant effect of well-being at the university on the academic performance of students at the University of Kinshasa. At the level of different dimensions of well-being at the University, the simple linear regression analysis revealed that only four dimensions (relations with the teacher, academic activities, feeling of security and peer relations) out of the seven of well-being and satisfaction positively and significantly influence the academic performance of the students at the University of Kinshasa.