The self-esteem, psychological well-being, and academic performance of students with sensory impairment in selected tertiary institutions in Ghana

Abstract

Self-esteem (SE), psychological well-being (PWB), and academic performance (AP) are important indicators of students’ educational success and life outcomes. However, students with sensory impairments often encounter barriers relating to accessibility, communication, and societal attitudes that may adversely affect these outcomes. Despite increasing emphasis on inclusive education globally and in Ghana, limited empirical evidence exists on the self-esteem, psychological well-being, and academic performance of students with sensory impairments in tertiary institutions. This study investigated the self-esteem, psychological well-being, and academic performance of students with sensory impairments in selected tertiary institutions in Ghana. Guided by Sociometer Theory, Ryff’s Psychological Well-being Theory and Self-Determination Theory within a positivist paradigm, the study employed a quantitative descriptive survey design. The study involved 214 students with sensory impairments (blind=128 and deaf=86) selected through a multistage sampling approach from purposively selected tertiary institutions in Ghana. Data were collected using adapted and validated instruments, namely the Rosenberg Self-Esteem Scale, Ryff’s Psychological Well-being Scale, and a structured Academic Performance Scale. Data were analyzed using descriptive and inferential statistics, including t-tests, ANOVA, Pearson correlation, regression, Mann–Whitney U test and mediation analysis using PROCESS Macro Model 4. Findings revealed generally moderate to high levels of self-esteem, psychological well-being, and academic performance among students with sensory impairments. No significant difference was found in overall self-esteem between blind and deaf students, although blind students reported significantly higher negative self-perception. Blind students significantly outperformed deaf students in psychological well-being and academic performance and scored higher across all dimensions of psychological well-being. Family perceptions of disability and institutional type significantly influenced self-esteem, whereas school environment and residential experiences significantly influenced psychological well-being. Correlation analysis revealed stronger interrelationships among self-esteem and psychological well-being dimensions among blind students than deaf students. Furthermore, self-esteem partially mediated the relationship between psychological well-being and academic performance, indicating that higher psychological well-being contributed to better academic performance through improved self-esteem. The study concludes that improving outcomes among students with sensory impairments requires holistic interventions that address family, peer, and institutional factors. The study recommends strengthening disability-inclusive policies, improving communication and residential support systems, and enhancing inclusive learning environments in tertiary institutions to improve students’ self-esteem, psychological well-being, and academic performance.