Academic self-concept and psychological well-being as predictors of academic performance among trainees with visual impairment in selected teachers education colleges in the Amhara Region, Ethiopia

Abstract

This study examined the relationships between academic self-concept, psychological well-being, and academic performance among trainees with visual impairment in selected Teachers Education Colleges in the Amhara Region, Ethiopia. A cross-sectional survey design within a quantitative research approach was employed. A total of 105 trainees with visual impairment were selected using a census sampling technique from six purposively selected teachers’ education colleges that provide integrated education programs. Data were collected using the Academic Self-Concept Scale [14] and the Psychological Well-Being Scale [16]. Academic performance was measured using participants’ Grade Point Average (GPA) on a 4.00 scale obtained from official college records. Inferential statistics (Pearson correlation and multiple regression analysis) were used to analyze the data. The results indicated that academic self-concept ( r = .517, p < .001) and psychological well-being ( r = .461, p < .001) were positively and significantly correlated with academic performance. Regression analysis revealed that academic self-concept (B = 0.006, 95% CI [0.003, 0.009], β = 0.385, p < .001) and psychological well-being (B = 0.004, 95% CI [0.001, 0.006], β = 0.281, p = .003) were significant predictors of academic performance. The two variables explained together 32.9% of the variance in academic performance (R² = 0.329, F(2,102) = 24.990, p < .001), with academic self-concept contributing the larger proportion of variance. Given the cross-sectional design, these findings reflect associations rather than causal relationships, and the purposive selection of institutions limits generalisability. The study recommended that teachers’ education colleges implement academic mentoring programs and psychological support services to enhance trainees’ academic self-beliefs and well-being. In addition, inclusive teaching practices and accessible learning environments should be strengthened to support the academic success of trainees with visual impairment.