Emotional well-being and social self-concept as predictors of academic achievement among students with hearing impairment in middle schools of Dessie City Ethiopia

Abstract Background Students with hearing impairment often experience challenges in communication, social interaction, and emotional adjustment, which may negatively affect their academic achievement. Although prior studies have examined instructional and environmental factors, limited attention has been given to psychological determinants such as emotional well-being and social self-concept, particularly in the Ethiopian context. Objective This study aimed to examine the predictive roles of emotional well-being and social self-concept on the academic achievement of students with hearing impairment in middle schools of Dessie City, Ethiopia. Method A cross-sectional survey design within a quantitative research approach was employed. The study involved 140 students with hearing impairment in Grades 7 and 8. Twenty-seven middle schools implementing integrated education programs were purposively selected, and all eligible students within these schools were included using a comprehensive sampling technique. Data were collected through standardized questionnaires and academic records. Descriptive statistics and inferential analyses, including Pearson correlation, one-sample t-test, and multiple regressions, were conducted. Results The findings revealed that students demonstrated a satisfactory level of academic performance (M = 62.56%, SD = 9.94), which was significantly higher than the benchmark average. Emotional well-being ( r = 0.559, p < 0.001) and social self-concept ( r = 0.487, p < 0.001) showed significant positive associations with academic performance. Multiple regression analysis indicated that both emotional well-being (β = 0.417, p < 0.001) and social self-concept (β = 0.258, p = 0.002) were significant predictors, jointly explaining 35.9% of the variance in academic achievement (R² = 0.359, p < 0.001).The study concludes that emotional well-being and social self-concept are significant predictors of academic achievement among students with hearing impairment. Higher levels of emotional well-being and social self-concept are associated with better academic outcomes. Therefore, schools and policymakers should prioritize psychosocial support services and inclusive practices to foster both emotional and social development in inclusive educational settings.