Narcissism and Self-Esteem as Correlates of Secondary School Students’ Mathematics Academic Achievement in Anambra State

Abstract

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.

Examining Students’ Mental Toughness, Self-Worth and Critical Thinking Skill as Predictors of Academic Achievement in Mathematics in Anambra State, Nigeria

“…This implies that self-worth and critical thinking skill have certain level of influence on students' academic achievement scores in mathematics. The findings partially supported the study of Anyanwu et al (2022) which recorded that self-worth positively contributed in predicting the regression model while mental toughness negatively contributed in predicting the regression model.…”

“…This is an indication that the mental toughness, self-worth and critical thinking are potentially fit to examine students' motivational propensity to respond and achieve academically. This supported the findings from the study of Anyanwu, Ezenwosu and Emesi (2022) which recorded that the seven assumptions that were tested in the study which involved mental toughness, self-worth and narcissism were statistically fit for their study. Meeting the assumptions of the regression model implies that the data are suitable and amenable for the analysis.…”

“…Emesi and Anyanwu (2023) recorded a significant relationship between students' critical thinking skill and their academic achievement in mathematics. Also, the study of Anyanwu, Ezenwosu and Emesi and Eleje (2022) recorded that the seven assumptions tested were fit for the study. Also, that the regression model using mental toughness, narcissism and self-worth scores was significant in predicting achievement scores followed by mental toughness scores.…”

Examining Achievement Goal Orientation and Selfconcept as Predictors of Secondary School Students’ Academic Achievement in Mathematics in Anambra State, Nigeria

“…In Anyanwu and Emesi's study, the dimensions of achievement goal orientation were positively and significantly related with academic achievement. In another study, Anyanwu and Emesi (2021) revealed a very low negative relationship between students' academic self-concept and their academic achievement in English language. The study of Emesi, Anyanwu and Ezenwosu (2022) revealed that clusters of achievement goal orientation were among the variables that relatively and jointly predicted students' academic achievement in English language.…”

“…In the study of Anyanwu and Emesi (2020) it was indicated that mastery-approach, masteryavoidance and performance-approach were low positively related to academic achievement, but performance-avoidance and work-avoidance were very low positively related to academic achievement. In Anyanwu and Emesi's study, the dimensions of achievement goal orientation were positively and significantly related with academic achievement.…”