Self-Concept and Academic Motivation Among Junior Secondary Students in Enugu State

This study explores the relationship between self-concept and academic motivation among junior secondary school students in Enugu State, South East Nigeria. Academic motivation is increasingly recognised as a critical determinant of student engagement and performance, yet its psychological antecedents remain underexplored in South East Nigerian school settings. Using a descriptive correlational design, the study sampled 310 students from five junior secondary schools across Enugu North and Enugu South Local Government Areas. The Piers-Harris Self-Concept Scale and the Academic Motivation Scale were adapted for the Nigerian context and administered to participants. Data were analysed using Spearman rank-order correlation. Findings indicate a moderate positive relationship between academic self-concept and intrinsic motivation, suggesting that students who hold positive perceptions of their intellectual abilities are more likely to engage voluntarily with academic tasks. Gender differences were minimal, though students in urban schools reported slightly higher self-concept scores. The study also identifies teacher feedback as a significant contextual factor shaping students' self-perceptions. These findings support the social cognitive theory in explaining motivational dynamics within Nigerian classroom environments. School authorities in Enugu State are encouraged to prioritise constructive teacher feedback and peer recognition programmes to strengthen students' academic self-concept. Curriculum designers should incorporate activities that celebrate incremental academic progress to foster sustained motivation at the junior secondary level. Keywords: self-concept, academic motivation, junior secondary, Enugu, social cognitive theory.