Sense of competence and commitment of learners in the c series in a situation of failure in mathematics

This article studies the relationship between the sense of competence of students in the C series and their level of engagement in mathematics in Cameroon. The feeling of competence is assimilated to people's beliefs concerning their competence to accomplish a task successfully. This feeling involves self-confidence, attributional beliefs and emotional experience.  Necessary for autonomy during learning, these dimensions unfold before, during and after the cognitive activity related to mathematics. Ninety-four (94) students in the C series at Manjogovernment high school formed the study sample. A self-administered questionnaire and the Behavioral-Emotional-Cognitive School Engagement Scale (BEC-SES) were used during data collection. The results of the survey show that Series C learners need to give meaning to mathematics learning through self-confidence. Seeing themselves as actors in their own learning, their commitment to mathematics depends on their internal locus; and as the intensity of their emotions towards mathematics increases, their level of commitment decreases.