Assessment of Self-Concept and Academic Motivation Among Secondary School Students with Physical Disabilities in Niger State

Students with physical disabilities in Nigerian mainstream secondary schools often experience self-concept challenges that affect their academic motivation and engagement, yet targeted counselling support for this population remains limited. This study assessed the self-concept and academic motivation of secondary school students with physical disabilities in Minna and Bida Local Government Areas, Niger State, North Central Nigeria. A comparative descriptive survey was conducted among 100 students with physical disabilities and 100 age-matched peers without disabilities from six secondary schools. The Piers-Harris Self-Concept Scale and the Academic Motivation Scale were administered. Independent samples t-tests and Pearson correlation were used for analysis. Students with physical disabilities showed significantly lower total self-concept scores (p < 0.001), particularly on the physical appearance and behaviour subscales. Intrinsic academic motivation was lower among students with disabilities compared to peers (p < 0.01), while amotivation was significantly higher (p < 0.01). A positive correlation between self-concept and intrinsic motivation was significant in both groups (r = 0.52 for disability group, p < 0.001). Formal counselling support for students with disabilities had been received by only 16.0 percent of the disability group in the preceding academic year. The study recommends inclusion-focused counselling programmes, disability-specific support services, peer mentoring schemes, and staff training on disability-inclusive education as priority interventions in Niger State secondary schools. Keywords: self-concept, academic motivation, physical disabilities, secondary school students, Niger State