Academic Self-Concept and Self-Efficacy as Determinants of Entrepreneurial Intention among Students with Special Needs in Federal College of Education Special Oyo

This study examines how academic self-concept and self-efficacy influence entrepreneurial intention among students with special needs at the Federal College of Education (Special), Oyo. Employing a descriptive survey design, data were gathered from a sample of 1,305 students spanning three disability categories hearing impairment, communication and behavioural problems, and learning disabilities through purposive and random sampling techniques. Data collection involved the use of standardised instruments such as the Academic Self-Concept Questionnaire (ASCQ) and the General Self-Efficacy Scale (GSE), with reliability established through Cronbach's Alpha, which was found to be 0.78. The analysis included the use of descriptive statistics, multiple regression techniques, and Pearson Product Moment Correlation (PPMC). The findings indicated a significant entrepreneurial intention shaped by a favourable academic self-concept, whereas self-efficacy demonstrated a less pronounced correlation. The results indicate a necessity for focused strategies to improve academic self-concept and self-efficacy, essential components for cultivating entrepreneurial mindsets in students with special needs.