Academic Self-Concept and School Adjustment Among Newly Admitted Junior Secondary Students in Benue State

This study examines the relationship between academic self-concept and school adjustment among newly admitted Junior Secondary 1 students during their first term in Benue State, North Central Nigeria. The transition from primary to junior secondary school represents a significant developmental juncture involving new social hierarchies, multiple subject teachers, greater academic demands, and changing peer dynamics, all of which can challenge students' self-perceptions and adjustment capacity. This research adopted a prospective correlational design, assessing 360 JSS1 students within the first six weeks of school entry and again at the end of their first term across eight secondary schools in Makurdi and Gboko. Academic self-concept was assessed at baseline using the Self-Description Questionnaire, while school adjustment was evaluated at follow-up using the Student Adaptation to College Questionnaire adapted for secondary school use. Pearson correlation and predictive regression were applied. Results indicate that students entering secondary school with higher academic self-concept demonstrated significantly better academic and social adjustment by term end. Positive relationships with a form teacher and consistent classroom support from subject teachers were the strongest school-level predictors of adjustment, over and above baseline self-concept. The study recommends that secondary schools in Benue State invest in structured JSS1 orientation programmes and form teacher mentorship schemes to support the school transition period. Keywords: academic self-concept, school adjustment, secondary school transition, Benue State, junior secondary students.