Psychosocial Determinants of Academic Achievement Among Secondary Students with Visual Impairment in South South Nigeria

This study examines the psychosocial determinants of academic achievement among secondary school students with visual impairment in South South Nigeria. Academic achievement is a multidimensional outcome influenced not only by intellectual capacity and instructional quality but also by a constellation of psychosocial variables including self-esteem, locus of control, peer relationships, and family support. For students with visual impairment, these psychosocial dimensions are further shaped by the specific social and emotional experiences associated with navigating educational environments designed primarily for sighted learners. Adopting a cross-sectional predictive correlational design, the study samples two hundred and twenty students with visual impairment from special schools in Rivers, Delta, Akwa Ibom, and Edo States. Academic achievement is measured using a composite of examination scores across core subjects, and psychosocial variables are assessed using validated instruments adapted for screen reader and Braille delivery. Multiple regression analysis is employed to identify the strongest predictors of achievement. The study fills a gap in existing literature by examining a comprehensive psychosocial model rather than isolated variables. Findings are expected to identify internal locus of control, teacher-student relationship quality, and family academic support as the most significant predictors. Recommendations include school-based psychosocial support programmes specifically tailored to students with visual impairment and training for guidance counsellors in disability-informed approaches to academic support. Keywords: psychosocial determinants, visual impairment, academic achievement, South South Nigeria, secondary schools.