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Abstract
This study investigated the vocational goals of tertiary-level students with hearing impairments
in Calabar, Nigeria, using an ex post facto research design. Specifically, it examines the influence
of emotional, social, academic, and physical self-concepts on students’ career aspirations. Data
were collected from 90 students in the Department of Special Education, University of Calabar,
through structured surveys and interviews. Four hypotheses were tested using descriptive and
inferential statistical analyses. The findings revealed that emotional self-concept significantly
influenced vocational goals (X̄ = 23.63; F = 3.231, p < .05). Social and academic self-concepts
also significantly influenced students’ vocational aspirations, highlighting their critical role in
the career development of students with hearing impairments. The study concluded that these
students encountered multiple academic and vocational challenges that may have limited their
career outcomes. Therefore, it recommends the provision of specialized vocational training
programs, increased access to sign language interpreters, and stronger collaboration among
educational institutions, industries, and parents to support effective vocational development for
students with special needs.
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Copyright (c) 2026 Dr. Daniel, Dr. Judith , Dr. Sarah , Ekei Effiong, Dr. Dijeh Ann , Dr. Michael Obun, Dr. Theresa Azin, Dr. Agnes Lawrence, Dr. Christiana Aloye, Dr. Catherine , Dr. Joseph Bekeh, Dr. Stephanie Sedoo , Dr. Runyi Daniel , Dr. Nkwan Glory , Eja Iwara Eja
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
References
- Akongyam, M., Douglas, F., Owusu, M. K., De-Heer, W., & Xorsenyo, A. (2023). Pedagogical competencies of teachers applied to teaching learners with hearing difficulties. American Journal of Education and Learning, 8(2), 138-151.
- Asogwa, U. D., Ofoegbu, T. O., Eseadi, C., Ogbonna, C. S., Eskay, M., Nji, G. C., & Onah, B. I. (2020). The effect of a video-guided educational technology intervention on the academic self-concept of adolescent students with hearing impairment: Implications for physical education. Medicine, 99(30), e21054.
- Babu, S. (2024). Significance of intra-personal intelligence and academic self-concept as predictors of metacognition. International Journal of Studies in Psychology, 4(1), 46-54.
- Bello, A., & Abdallah, S. M. S. (2024). Exploration of Teachers Perception on their Roles in Career Guidance among Secondary Schools Students Career Choices. Journal of Education, Society and Behavioural Science, 37(4), 44-55.
- Bırni, G., & Eryılmaz, A. (2024). Conceptual and Theoretical Review of Self-Worth. Psikiyatride Güncel Yaklaşımlar, 16(2), 327-346.
- Bolshakov, N., & Walker, C. (2023). Deaf youth in contemporary Russia: barriers to inclusion in education and the labour market. Europe-Asia Studies, 75(2), 186-207.
- Bong, W. K., & Chen, W. (2024). Increasing faculty’s competence in digital accessibility for inclusive education: a systematic literature review. International Journal of Inclusive Education, 28(2), 197-213.
- Cuadros, O., & Berger, C. (2023). Self-disclosure, self-concept, and friendship’s perceived functions among aggressive and popular adolescents. Youth & Society, 55(8), 1415-1437.
- Cuizon, A. L. (2024). HUGPONG: Teaching as a Team in the Social Sciences (A Collaborative Strategy for Virtual Classroom Innovation). Recoletos Multidisciplinary Research Journal, 12(1), 57–71.
- Falk, K., & Sansour, T. (2024). Self-Concept and Achievement in Individuals with Intellectual Disabilities. Disabilities, 4(2), 348-367.
- Goodman-Scott, E., McMahon, G., Kalkbrenner, M. T., Smith-Durkin, S., Patel, S., Czack, A., & Weeks, N. (2022). An ex post facto study examining implementation of positive behavioral interventions and supports across school and community variables from an inclusive innovation perspective. Journal of Positive Behavior Interventions, 24(4), 255-265.
- Heilmann, J. J., Bertone, A., & Wojtyna, A. (2024). How inclusive practice increases the educational relevance of Individualized Education Programs. Language, Speech, and Hearing Services in Schools, 55(2), 231-248.
- Lasala, N. J. (2024). Effects of Game-Based Activities on Student’s Social Skills and Attitudes toward Learning Science. Recoletos Multidisciplinary Research Journal, 12(1), 181–194.
- Magaji, Y. U., & Awori, B. B. (2023). Career aspirations as a predictor of academic achievement of learners with hearing impairment in special secondary schools in north eastern Nigeria. International Journal of Science and Research Archive, 9(2), 760-767.
- Mekonnen, M., Hannu, S., Elina, L., & Matti, K. (2016). The self-concept of deaf/hard-of-hearing and hearing students. Journal of deaf studies and deaf education, 21(4), 345-351.
- Saad, S., Jamberi, H., Musta'amal, A. H., Saud, S., Osman, S., & Hamzah, F. (2023). Factors Affecting the Level of Achieving Employability 4.0 of Hearing-Impaired Special Education Students. Journal of Technical Education and Training, 15(1), 215-233.
- Sarkar, R., & Ghosh, A. (2024). Challenges faced by students with hearing impairment in higher education: A comprehensive analysis. IJSA, 5(1), 06-12.
- Stinson, M. S., Whitmire, K., & Kluwin, T. N. (1996). Self-perceptions of social relationships in hearing-impaired adolescents. Journal of Educational Psychology, 88(1), 132.
- Sunu, S., & Baidoo-Anu, D. (2024). Relationship between students’ academic self-concept, intrinsic motivation, and academic performance. International Journal of School & Educational Psychology, 12(1), 41-53.
- Sutiyono, S., Suherman, S., & Burmansah, B. (2023). The Effect of Self-Concept and Self-Confidence on Students' Interpersonal Communication of Buddhist College. Al Qalam: Jurnal Ilmiah Keagamaan dan Kemasyarakatan, 17(6), 4117-4131.
- Vaknin‐Nusbaum, V., & Tuckwiller, E. D. (2023). Reading motivation, well‐being and reading achievement in second grade students. Journal of Research in Reading, 46(1), 64-85.
- Van Mieghem, A., Verschueren, K., & Struyf, E. (2023). Professional development initiatives as a lever for inclusive education: A multiple case study using qualitative comparative analysis (QCA). Professional Development in Education, 49(3), 551-564.
- Vega Díaz, M., Labra, C. D., & González-García, H. (2023). Perceived physical self-concept profiles: intention to be physically active and emotional regulation. Psicología Conductual, 31(1), 179-196.
- Wuraola, A. M. B., Abiola, O. O., Ayoola, A. M., Folasade, R. B., Abolore, A. H., Akeem, B. O., & Chandran, S. P. (2023). Pattern and Types of Disability among Students in Schools for Special Needs in Resource Limited Setting of Africa. The Malaysian Journal of Nursing (MJN), 15(1), 107-114.
References
Akongyam, M., Douglas, F., Owusu, M. K., De-Heer, W., & Xorsenyo, A. (2023). Pedagogical competencies of teachers applied to teaching learners with hearing difficulties. American Journal of Education and Learning, 8(2), 138-151.
Asogwa, U. D., Ofoegbu, T. O., Eseadi, C., Ogbonna, C. S., Eskay, M., Nji, G. C., & Onah, B. I. (2020). The effect of a video-guided educational technology intervention on the academic self-concept of adolescent students with hearing impairment: Implications for physical education. Medicine, 99(30), e21054.
Babu, S. (2024). Significance of intra-personal intelligence and academic self-concept as predictors of metacognition. International Journal of Studies in Psychology, 4(1), 46-54.
Bello, A., & Abdallah, S. M. S. (2024). Exploration of Teachers Perception on their Roles in Career Guidance among Secondary Schools Students Career Choices. Journal of Education, Society and Behavioural Science, 37(4), 44-55.
Bırni, G., & Eryılmaz, A. (2024). Conceptual and Theoretical Review of Self-Worth. Psikiyatride Güncel Yaklaşımlar, 16(2), 327-346.
Bolshakov, N., & Walker, C. (2023). Deaf youth in contemporary Russia: barriers to inclusion in education and the labour market. Europe-Asia Studies, 75(2), 186-207.
Bong, W. K., & Chen, W. (2024). Increasing faculty’s competence in digital accessibility for inclusive education: a systematic literature review. International Journal of Inclusive Education, 28(2), 197-213.
Cuadros, O., & Berger, C. (2023). Self-disclosure, self-concept, and friendship’s perceived functions among aggressive and popular adolescents. Youth & Society, 55(8), 1415-1437.
Cuizon, A. L. (2024). HUGPONG: Teaching as a Team in the Social Sciences (A Collaborative Strategy for Virtual Classroom Innovation). Recoletos Multidisciplinary Research Journal, 12(1), 57–71.
Falk, K., & Sansour, T. (2024). Self-Concept and Achievement in Individuals with Intellectual Disabilities. Disabilities, 4(2), 348-367.
Goodman-Scott, E., McMahon, G., Kalkbrenner, M. T., Smith-Durkin, S., Patel, S., Czack, A., & Weeks, N. (2022). An ex post facto study examining implementation of positive behavioral interventions and supports across school and community variables from an inclusive innovation perspective. Journal of Positive Behavior Interventions, 24(4), 255-265.
Heilmann, J. J., Bertone, A., & Wojtyna, A. (2024). How inclusive practice increases the educational relevance of Individualized Education Programs. Language, Speech, and Hearing Services in Schools, 55(2), 231-248.
Lasala, N. J. (2024). Effects of Game-Based Activities on Student’s Social Skills and Attitudes toward Learning Science. Recoletos Multidisciplinary Research Journal, 12(1), 181–194.
Magaji, Y. U., & Awori, B. B. (2023). Career aspirations as a predictor of academic achievement of learners with hearing impairment in special secondary schools in north eastern Nigeria. International Journal of Science and Research Archive, 9(2), 760-767.
Mekonnen, M., Hannu, S., Elina, L., & Matti, K. (2016). The self-concept of deaf/hard-of-hearing and hearing students. Journal of deaf studies and deaf education, 21(4), 345-351.
Saad, S., Jamberi, H., Musta'amal, A. H., Saud, S., Osman, S., & Hamzah, F. (2023). Factors Affecting the Level of Achieving Employability 4.0 of Hearing-Impaired Special Education Students. Journal of Technical Education and Training, 15(1), 215-233.
Sarkar, R., & Ghosh, A. (2024). Challenges faced by students with hearing impairment in higher education: A comprehensive analysis. IJSA, 5(1), 06-12.
Stinson, M. S., Whitmire, K., & Kluwin, T. N. (1996). Self-perceptions of social relationships in hearing-impaired adolescents. Journal of Educational Psychology, 88(1), 132.
Sunu, S., & Baidoo-Anu, D. (2024). Relationship between students’ academic self-concept, intrinsic motivation, and academic performance. International Journal of School & Educational Psychology, 12(1), 41-53.
Sutiyono, S., Suherman, S., & Burmansah, B. (2023). The Effect of Self-Concept and Self-Confidence on Students' Interpersonal Communication of Buddhist College. Al Qalam: Jurnal Ilmiah Keagamaan dan Kemasyarakatan, 17(6), 4117-4131.
Vaknin‐Nusbaum, V., & Tuckwiller, E. D. (2023). Reading motivation, well‐being and reading achievement in second grade students. Journal of Research in Reading, 46(1), 64-85.
Van Mieghem, A., Verschueren, K., & Struyf, E. (2023). Professional development initiatives as a lever for inclusive education: A multiple case study using qualitative comparative analysis (QCA). Professional Development in Education, 49(3), 551-564.
Vega Díaz, M., Labra, C. D., & González-García, H. (2023). Perceived physical self-concept profiles: intention to be physically active and emotional regulation. Psicología Conductual, 31(1), 179-196.
Wuraola, A. M. B., Abiola, O. O., Ayoola, A. M., Folasade, R. B., Abolore, A. H., Akeem, B. O., & Chandran, S. P. (2023). Pattern and Types of Disability among Students in Schools for Special Needs in Resource Limited Setting of Africa. The Malaysian Journal of Nursing (MJN), 15(1), 107-114.