Authors : ÉKA Yapi Arsène Thierry

Volume/Issue : Volume 7 - 2022, Issue 6 - June

Google Scholar : https://bit.ly/3IIfn9N

Scribd : https://bit.ly/3uFiBqd

DOI : https://doi.org/10.5281/zenodo.6816691

Abstract : Stuttering is defined as a language difficulty or disorder that subjects the speaking subject to stress and a physiological imbalance in a communication situation. In the context of school learning and more specifically professional training, stuttering learners are generally marginalized and underestimated. Such a discriminatory observation in educational institutions, at a time when we are talking more and more about inclusive schools, leads us to conduct a study at the hotel school of Abidjan Cocody. The main objective of the study is to analyze the self-esteem of stutterers in relation to their school results and their professional integration. Based on the hypothesis that a strong selfesteem pushes the student who stutters to develop skills and have better academic performance, the study is subject to an experimental approach supported by the quantitative method. With a sample of 28 student trainees at the end of their training, made up of 12 girls and 16 boys, Coopersmith's SEI technique and data collection instruments such as the interview, the observation questionnaire and the focus group, are summoned in this work to perceive the correlation between the variables present. The statistical analysis of the data, with the use of the SPSS software, proceeds to the calculations of the chi-squares and provides results according to which the high self-esteem remains the only alternative for the stuttering trainee to develop school performance and thus facilitate, his professional integration.

Keywords : Stuttering; Self-esteem; Sex; School performance; occupational integration.