Self-Concept and Academic Motivation of Secondary School Students with Physical Disabilities in Osun State

This study examines the relationship between self-concept and academic motivation among secondary school students with physical disabilities in Osun State, South West Nigeria. Self-concept, the cognitive and evaluative perception an individual holds of themselves, has been identified as a critical psychological factor influencing student engagement, persistence, and academic performance. For students with physical disabilities, self-concept may be particularly susceptible to environmental influences including peer attitudes, teacher expectations, and accessibility of school environments. Adopting a descriptive correlational design, the study samples one hundred and sixty students with physical disabilities from integrated secondary schools across Osogbo, Ilesa, and Ile-Ife. The Piers-Harris Children's Self-Concept Scale adapted for Nigerian contexts and the Academic Motivation Scale are used as data collection instruments. Pearson correlation and multiple regression analysis are employed to determine the strength and directionality of relationships. The study also explores how disability type, age, and gender moderate the self-concept and motivation relationship. Findings are expected to confirm a positive and statistically significant relationship between self-concept and academic motivation. Recommendations include school-based counselling programmes designed to strengthen positive self-perception and the creation of role model networks connecting students with disability to successful adults who share similar conditions. The findings enrich the limited literature on psychological dimensions of physical disability in Nigerian secondary schooling contexts. Keywords: self-concept, academic motivation, physical disability, Osun State, secondary schools.