Abstract

The purpose of this study was to examine the influence of psychopathic behaviour on academic adjustment among secondary school students in Calabar Education Zone of Cross River State, Nigeria. Four hypotheses were formulated to guide the study. Literature review was carried out accordingly. Survey research design was adopted and a sample of six hundred (600) students was randomly selected from a population of 12,424. The sample was selected through stratified and simple random sampling techniques. The questionnaire titled Psychopathic Behaviours and Academic Adjustment among Secondary School Students Questionnaire (PBAASSSQ) was the instrument used for data collection.  The instrument was validated by two experts in Measurement and Evaluation and one from Guidance and Counselling in the Faculty of Education, University of Calabar. The reliability estimate of the instrument was established through the Cronbach Alpha reliability method. Regression analysis was the statistical technique employed to test the hypotheses under study. Each hypothesis was tested at .05 level of significance.  The result of the analysis revealed that callous unemotional behaviour, egocentric behaviour, aggressive behaviour, deceptive behaviour and apathetic behaviour significantly influenced academic adjustment among secondary school students in Calabar Education Zone of Cross River State, Nigeria.  It is concluded that psychopathic behaviour has a greater significant influence on academic adjustment in this study area. Based on the findings of the study it was recommended among others, that parents should be encouraged to live together as partners and show love and concern to their children.