Relationship Between Students’ Self-Concept and Academic Achievement in Secondary Schools in Osun State

This study investigates the relationship between students' academic self-concept and academic achievement in secondary schools in Osun State, South West Nigeria. Academic self-concept, defined as a student's perception of their own competence and ability in school subjects, has been theorised as both a predictor and outcome of academic achievement, creating a reciprocal relationship that shapes educational trajectories. In Nigerian secondary schools, where high-stakes examinations create significant performance anxiety, understanding how self-perception influences achievement is practically important. A descriptive survey design was adopted, with data collected from 380 Senior Secondary School Two students across 18 schools in Osogbo, Ilesha, and Ikirun educational zones. Academic self-concept was measured using the Academic Self-Description Questionnaire adapted for the Nigerian secondary context. Achievement was assessed using students' most recent continuous assessment scores in Mathematics, English, and the Sciences. Pearson correlation and multiple regression analysis were applied. Results indicate a significant positive relationship between academic self-concept and achievement across all three subject areas. Mathematics self-concept showed the strongest predictive association with mathematics scores. Students with a positive general academic self-concept maintained higher achievement levels even when controlling for prior performance. The study concludes that academic self-concept is a significant independent predictor of achievement in Osun State secondary schools. It recommends that teachers and school counsellors adopt self-concept enhancement strategies including formative feedback, mastery goal framing, and peer tutoring to build student confidence alongside content delivery.

Keywords: academic self-concept, academic achievement, secondary school, Osun State, student motivation.