The impact of narcissism and self-esteem on academic achievement has long been an important issue in developmental research. The study aimed to explore the students' narcissism and self-esteem as correlates of academic achievement in Mathematics in Anambra State. Five research questions and five null hypotheses guided the study. The study adopted a correlational approach. The population of the study comprised of 21204 SS2 students from which a sample of 630 was drawn. Multi-stage procedure was used to select the sample. Two standardized research instruments namely; Narcissistic Personality Inventory (NPI), and Self-esteem Questionnaire (SQ), as well as score from students' promotional examination were used for data collection. Cronbach's alpha was used to determine the reliability of the items in the instruments. The overall reliability coefficient was 0.75 which shows that the instrument was reliable and good for the study. The Pearson Product Moment Correlation was used to answer research questions 1 to 4 and to test hypotheses 1 to 4, while the research question 5 and hypothesis 5 were answered and tested with multiple correlations. The findings showed that students' power narcissism recorded a very low positive relationship with academic achievement in mathematics. Findings also revealed that the multiple correlation of these variables is positively non significant with academic achievement in mathematics. Based on these findings, it was recommended that as narcissistic individuals believe strongly that they are better than others, teachers and counsellors should develop a strategy to enhance the confidence and ability in the students as these will help them to become life long learning individuals thereafter.

In the field of educational studies, academic engagement has become an important perspective in the domain of achievement motivation particularly in academic motivation. The study aimed to explore the students’ academic engagement as predictor of academic achievement in mathematics in Anambra State. The study adopted a multiple regression predictive design. The population of the study comprised of 21,204 SS II students from which a sample of 1500 were drawn. Multi-stage procedure was used to select the sample. Students’ Academic Engagement Questionnaire (SAEQ) was used for data collection. Students’ mathematics achievement scores from the state wide promotion examination were used to represent mathematics achievement. Cronbach’s alpha was used to determine the reliability of the items in the instruments. Reliability indices were found to be .75, for behavioural engagement, .83, for psychological engagement, .87, for cognitive engagement, .61, for emotional engagement, .84, for agentic engagement and .73 for social engagement. The overall reliability coefficient was .74 which shows that the instrument was reliable and good for the study. Four research questions and three nu ll hypotheses were formulated for the study. The standard multiple regression was used to analyze the collected data. The t-test for r, F-test and test of significance for β, were used to test hypotheses at .05 level of significance. Findings showed that social engagement is the most predictor of students’ academic achievement in Mathematics when compared with the other dimensions of academic engagement . Also, the analysis of variance indicated that the regression equation was significant in predicting academic achievement. This implies that at least one of the independent variables significantly predicted academic achievement in Mathematics... Based on these findings, it was recommended that using students’ academic engagement as a predictor of academic achievement would enable the academic institutions to identify at risk students much earlier compared to using only cumulative grade point average; which is a product of measure. This would enable academic institutions to formulate more effective intervention strategies to reduce attrition rate