This study examines the relationship between the level of impression management and self –concept with achievement motivation and academic performance among students aged 16-30 years. The study adopted an estimated population sample of 200 individuals in carrying out the study, quantitative data were collected and analyzed by the use of correlation and regression analysis. The results reflected positive correlations with a high level of significance between impression management, self-concept, achievement motivation overt and academic performance. The analysis showed that impression management as well as self-concept correlated with achievement motivation and academic performance; though, the correlation of self-concept was stronger. The findings underscore the need for increasing students’ self- concept and ability to manage first and second impressions as a way of increasing motivation and achievement. This paper provides important knowledge to educators and policymakers wishing to improve student outcomes and engagement.