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Students’ Personality Traits as Predictor of Career Choice among Undergraduates in Ekiti State University, Ado Ekiti

 

 

Abstract

This study explored how personality traits shape the career choices of undergraduate students at Ekiti State University, Ado-Ekiti. Using a descriptive survey design, the research examined this relationship within a real-world academic environment without altering any variables. The target population included students across various faculties and academic levels, from which a sample of 300 was carefully selected through stratified random sampling to ensure broad representation. Data were gathered using a structured questionnaire—the Students’ Personality Traits and Career Choice Questionnaire (SPTCCQ) which featured sections on demographic details, the Big Five personality traits (based on McCrae & Costa, 1992), and career decision-making indicators drawn from standardised scales. Content validity was confirmed through expert review by professionals in Educational Psychology and Guidance and Counselling, and a reliability test conducted with 30 students from a similar institution produced a Cronbach’s alpha of 0.84, indicating strong internal consistency. The questionnaires were distributed during non-lecture periods with the help of trained assistants to encourage participation. Data analysis involved descriptive statistics, Pearson’s correlation, and multiple regression, with a 0.05 level of significance guiding interpretation. Findings showed that ‘openness to experience’ emerged as the most prominent personality trait and the strongest predictor of students’ career choices. Students predominantly favoured careers in Medicine/Health Sciences and Business/Management, with personal interest, potential earnings, and job opportunities being the most decisive influences. Peer influence was found to be the least significant. Based on these findings, the study recommends incorporating personality profiling into university career counselling services to help students make well-informed career decisions aligned with their individual traits.

 

Keywords

Career choice, Career decision-making, Career guidance, Personality traits, Undergraduates

JEL Classification

I21, I29

 

1. Introduction

Career choice represents a pivotal decision in the life of every undergraduate, profoundly influencing their academic engagement, future professional path, and overall personal fulfilment. At the university level, students are encouraged to align their strengths, interests, and values with potential career options, as this alignment often shapes their sense of identity and impacts their motivation and psychological well-being throughout their studies and beyond (Salami, 2019). Making a well-informed career decision that resonates with one’s personality has been linked to greater job satisfaction, enhanced work performance, and lower levels of occupational stress. When individuals pursue careers that fit their unique personality traits and abilities, they tend to find greater meaning and purpose in their work (Olamide & Oluwabunmi, 2022). In contrast, career choices driven by external pressures such as parental expectations or societal norms may lead to dissatisfaction, disengagement, and a higher risk of changing careers or facing unemployment (Obiunu, 2020). Beyond individual outcomes, students’ career decisions hold broader societal importance. The development of a nation depends heavily on the alignment between its workforce’s skills and the labour market’s needs. Mismatches in this regard contribute to persistent issues like underemployment and skill shortages, which are common challenges in developing countries like Nigeria (Adekeye et al., 2021). Consequently, exploring psychological and environmental influences on career choice is vital to provide undergraduates with the support necessary for making informed and sustainable career decisions. Understanding how personality traits such as extraversion, conscientiousness, openness, agreeableness, and neuroticism influence vocational interests offers valuable insights and strengthens the case for personality-based career guidance (John & Srivastava, 2021).

Personality traits play a fundamental role in shaping individuals’ career development by influencing their preferences, choices, and ability to adapt within various work environments. The widely recognised Big Five personality traits extraversion, conscientiousness, openness to experience, agreeableness, and neuroticism serve as reliable predictors of vocational behaviour. For instance, conscientious individuals often gravitate toward structured, goal-driven careers, excelling in roles that require organisation and a strong sense of responsibility (Furnham, 2017). Meanwhile, extraverts are typically attracted to dynamic, people-oriented professions such as sales, teaching, or public relations because of their sociability and assertiveness (Soto & Jackson, 2021). Openness to experience has been consistently linked to careers that involve creativity and exploration, including fields like the arts, research, and technology (Nye et al., 2017). Additionally, personality traits influence how well individuals adapt to career demands and their overall satisfaction, especially during the crucial undergraduate years when career intentions begin to take shape (Adegbite & Adebayo, 2020). In Nigeria, studies by Okafor & Uche (2021) highlight that personality traits significantly impact students’ career decision-making, reinforcing the importance of incorporating personality considerations into career guidance

This study is built on two important theories that help explain why people choose certain careers. First is Holland’s Theory of Career Choice, which suggests that individuals tend to feel more satisfied and perform better when their jobs match their personality types. Holland identified six main personality types Realistic, Investigative, Artistic, Social, Enterprising, and Conventional—and argued that career success comes from finding a good fit between who you are and the kind of work environment you enter (Holland, 1997). Alongside this, the Five-Factor Model of Personality offers a clear picture of the key traits extraversion, conscientiousness, openness, agreeableness, and neuroticism that shape how people behave and what kinds of careers they might prefer (John, Naumann, & Soto, 2008). Together, these theories highlight the natural tendency for people to be drawn to careers that align with their core personalities, which in turn promotes greater job satisfaction, better performance, and longer career stability. Using these ideas, this study aims to investigate how the personality traits of undergraduates influence their career choices, with the goal of providing evidence to help create more personalised and effective career guidance.

Recent research has shed light on the many factors that influence students’ career choices, with a particular focus on environmental, socio-economic, and academic influences. For example, Ukwueze & Obiefuna (2017) examined how family and societal pressures affect career decisions among secondary school students in Lagos, Nigeria, underscoring the strong impact of the environment. Similarly, Iroaganachi (2021) looked at how supportive surroundings shape STEM career interests among secondary school girls in North-Central Nigeria, emphasising the crucial role of encouragement in career aspirations. Socio-economic factors have also been highlighted as important in shaping career paths. Owusu et al. (2023) explored the link between students’ personality traits and their career choices at the university level, revealing how personal traits interact with external conditions in decision-making. Despite these insights, there remains a significant gap in understanding how personality traits such as extraversion, conscientiousness, openness, agreeableness, and neuroticism specifically influence career choices among Nigerian university students. Most studies focus heavily on environmental and socio-economic factors, leaving the psychological dimension less explored, especially in institutions like Ekiti State University. Filling this gap is important, as it could help universities develop career guidance programmes that better align students’ choices with their unique personalities. This study therefore aims to investigate how personality traits shape the career decisions of undergraduates at Ekiti State University, offering empirical evidence to support more tailored and effective career counseling in Nigerian higher education.

Justification of the Study
Ekiti State University, Ado-Ekiti offers an excellent backdrop for this study because of its diverse academic programmes and a large student body that reflects a wide range of socio-cultural backgrounds from across Nigeria. With faculties spanning education, sciences, humanities, and social sciences, the university presents a valuable opportunity to examine how personality traits influence career choices in different fields of study. This variety enriches the study by allowing a deeper look into how students’ personalities shape their career decisions in unique ways. Additionally, EKSU plays a crucial role in guiding the educational and professional paths of young people in Southwestern Nigeria, a region where career guidance services are still developing. From informal reports and initial observations, it appears that many students struggle with making well-informed career choices, often swayed by family pressures and cultural expectations. While the university does offer career counseling, there is still a noticeable lack of emphasis on incorporating psychological factors—like personality traits—into these programmes. This gap makes the current study especially timely and important, as it seeks to provide data that can help tailor career counseling to better fit the individual personalities of EKSU students, ultimately supporting more effective and personalised guidance.

Objectives of the Study
The main objective of this study is to examine the extent to which students’ personality traits predict their career choices among undergraduates in Ekiti State University, Ado-Ekiti. Specifically, the study aims to:

1. Identify the dominant personality traits among undergraduates at Ekiti State University.
2. Determine the various career choices made by these students.
3. Identify the factors influencing undergraduates career choice. 
4. Assess the relationship between specific personality traits (e.g., extraversion, conscientiousness, openness, agreeableness, and neuroticism) and students’ preferred career paths.
5. Evaluate the predictive power of personality traits on students’ career choices.

Research Questions

1. What are the dominant personality traits among undergraduates at Ekiti State University, Ado-Ekiti?
2. What are the common career choices made by these undergraduates?
3. What are the factors influencing undergraduates career choice?

Research Hypotheses

1. There is no significant relationship between specific personality traits (e.g., extraversion, conscientiousness, openness, agreeableness, and neuroticism) and students’ preferred career paths.
2. Personality traits do not significantly predict the career choices of undergraduates at Ekiti State University.

 

2. Methodology

This study used a descriptive survey design because it was best suited to explore the relationship between students’ personality traits and their career choices without interfering or changing any variables. This approach allowed the researcher to gather data naturally from students in their usual academic environment. The study focused on all undergraduate students at Ekiti State University, Ado-Ekiti, across different faculties and departments, providing a diverse group to study various personality traits and career preferences. To ensure fair representation, 300 students were carefully selected through a stratified random sampling method, which grouped participants by faculty and academic level before randomly choosing individuals within each group. Data were collected using a carefully designed questionnaire called the Students’ Personality Traits and Career Choice Questionnaire (SPTCCQ). This questionnaire had three parts: the first collected basic demographic details; the second measured personality traits using the well-known Big Five Personality Inventory (adapted from McCrae & Costa, 1992); and the third section asked about students’ career choices, based on established Career Decision-Making Scales. Experts in Educational Psychology and Guidance and Counselling reviewed the questionnaire to ensure it was relevant and suitable for Nigerian university students. To test its reliability, the questionnaire was piloted with 30 students from a similar university, and it showed strong consistency with a Cronbach’s alpha of 0.84. The questionnaires were handed out in person by the researcher and trained assistants during times when students were free from lectures, which helped increase the response rate. Before participating, students were informed about the study’s aims and assured that their responses would remain confidential. The collected data were then analysed using descriptive statistics like frequency, percentage, mean, and standard deviation. To test the research hypotheses, the study employed Pearson Product-Moment Correlation and Multiple Regression Analysis at a 0.05 significance level. The research received ethical approval from the university’s ethics committee, and all participation was voluntary, with informed consent obtained and students assured of anonymity throughout the process.

 

3. Results

Descriptive Analysis

Research Question 1: What are the dominant personality traits among undergraduates at Ekiti State University, Ado-Ekiti?

 

Personality Trait	Item Statement	Mean	SD	Remark
Extraversion	I feel comfortable around people	4.12	0.88	High
	I start conversations easily	3.87	0.94	Moderate
	I enjoy being the centre of attention	3.45	1.12	Moderate
Agreeableness	I am interested in people	4.21	0.74	High
	I sympathise with others’ feelings	4.08	0.81	High
	I make people feel at ease	3.94	0.85	High
Conscientiousness	I am always prepared	3.76	0.89	Moderate
	I pay attention to details	3.92	0.83	High
	I follow a schedule	3.55	1.01	Moderate
Neuroticism	I get stressed out easily	3.64	1.05	Moderate
	I worry about many things	3.81	0.97	Moderate
	I often feel anxious or insecure	3.42	1.13	Moderate
Openness to Experience	I have a vivid imagination	4.01	0.79	High
	I am full of ideas	4.16	0.72	High
	I enjoy trying new things	4.25	0.67	High

Table 1. Descriptive analysis of responses on the dominant personality traits among undergraduates at Ekiti State University, Ado-Ekiti

 

The results presented in Table 1 revealed the dominant personality traits among undergraduates at Ekiti State University. For Extraversion, students generally reported feeling comfortable around people (M = 4.12, SD = 0.88), which was rated high, while starting conversations (M = 3.87, SD = 0.94) and enjoying being the e of attention (M = 3.45, SD = 1.12) were rated moderately. Responses under Agreeableness showed high mean scores across all items, indicating strong interpersonal sensitivity, with “I am interested in people” (M = 4.21, SD = 0.74) receiving the highest rating. For Conscientiousness, students showed high attention to detail (M = 3.92, SD = 0.83), while being prepared (M = 3.76, SD = 0.89) and following schedules (M = 3.55, SD = 1.01) were rated moderately. Under Neuroticism, all items received moderate ratings, with students moderately agreeing to stress and anxiety-related statements, such as getting stressed easily (M = 3.64, SD = 1.05) and feeling anxious or insecure (M = 3.42, SD = 1.13). Finally, the dimension of Openness to Experience recorded high scores across all items, particularly in enjoying new experiences (M = 4.25, SD = 0.67), indicating that respondents were highly imaginative, creative, and open to novel ideas and activities.

Research Question 2: What are the common career choices made by undergraduates?

Career Area	Mean	SD	Remark
Medicine/Health Sciences	4.18	0.81	Very High Interest
Law/Legal Studies	3.67	0.94	High Interest
Education/Teaching	3.44	1.02	Moderate Interest
Business/Management	4.05	0.86	Very High Interest
Engineering/Technology	3.78	0.91	High Interest
Arts/Humanities	3.23	1.08	Moderate Interest
Sciences/Research	3.91	0.87	High Interest
Media/Communication	3.56	0.98	High Interest
Agriculture/Natural Sciences	3.02	1.10	Moderate Interest
Social Sciences	3.74	0.92	High Interest

Table 2. Descriptive analysis of responses on the common career choices made by undergraduates

 

The findings in Table 2 provided insights into the common career choices among undergraduates at Ekiti State University. The data indicated a very high level of interest in careers related to Medicine/Health Sciences (M = 4.18, SD = 0.81) and Business/Management (M = 4.05, SD = 0.86), suggesting that students are highly drawn to professions perceived as both prestigious and financially rewarding. High interest was also observed in Engineering/Technology (M = 3.78, SD = 0.91), Law/Legal Studies (M = 3.67, SD = 0.94), Social Sciences (M = 3.74, SD = 0.92), Sciences/Research (M = 3.91, SD = 0.87), and Media/Communication (M = 3.56, SD = 0.98), reflecting a strong inclination towards practical, analytical, and socially influential fields. Conversely, moderate interest was reported for Education/Teaching (M = 3.44, SD = 1.02), Arts/Humanities (M = 3.23, SD = 1.08), and Agriculture/Natural Sciences (M = 3.02, SD = 1.10), indicating that while some students still value these sectors, they are not among the top preferences for most undergraduates.

Research Question 3: What are the factors influencing undergraduates career choice?

 

Factors	Frequency (n)	Percentage (%)
Personal Interest	185	92.50
Parents’ Advice	143	71.50
Peer Influence	98	49.00
Financial Potential	162	81.00
Availability of Jobs	154	77.00
Personality Traits	120	60.00
Academic Performance	136	68.00

Table 3. Distribution of Factors Influencing Career Choice among Undergraduates

 

The results presented in Table 3 reveal the distribution of factors influencing career choices among undergraduates at Ekiti State University. Personal interest emerged as the most influential factor, with 92.5% (n = 185) of respondents indicating it played a role in their decision-making. This was followed by financial potential (81.0%), availability of jobs (77.0%), and parents’ advice (71.5%), suggesting that both intrinsic motivations and practical considerations significantly shape students’ career preferences. Academic performance (68.0%) and personality traits (60.0%) were also notable influences, highlighting the role of individual abilities and characteristics in career planning. Peer influence had the least impact, though still relevant, with 49.0% of students acknowledging its effect. These findings show the complex interplay of personal, social, and economic factors in career decision-making among undergraduates.

Testing of Hypotheses

Hypothesis 1: There is no significant relationship between specific personality traits (e.g., extraversion, conscientiousness, openness, agreeableness, and neuroticism) and students’ preferred career paths.

To test this hypothesis, Pearson Product-Moment Correlation Coefficient was computed between each of the Big Five personality traits and students’ career choice scores.

Personality Trait	Correlation Coefficient (r)	p-value	Interpretation
Extraversion	0.42	0.001	Significant positive relationship
Agreeableness	0.35	0.003	Significant positive relationship
Conscientiousness	0.48	0.000	Significant positive relationship
Neuroticism	-0.21	0.045	Significant negative relationship
Openness	0.50	0.000	Significant positive relationship

p<0.05

Table 4. Correlation Analysis of the relationship between specific personality traits (e.g., extraversion, conscientiousness, openness, agreeableness, and neuroticism) and students’ preferred career paths

 

The results in Table 4 present the correlation analysis between specific personality traits and students’ preferred career paths at Ekiti State University. The analysis reveals significant positive relationships between career choice and several traits: openness (r = 0.50, p = 0.000), conscientiousness ( r= 0.48, p = 0.000), extraversion (r = 0.42, p = 0.001), and agreeableness (r = 0.35, p = 0.003). These findings suggest that students who are imaginative, organised, outgoing, and cooperative are more likely to align their career paths with their personality traits. In contrast, neuroticism showed a significant negative relationship with career choices ( r = -0.21, p = 0.045), indicating that students with higher levels of emotional instability may face challenges in making consistent or confident career decisions. Overall, the analysis supports the hypothesis that personality traits are significantly related to students’ preferred career paths.

Hypothesis 2: Personality traits do not significantly predict the career choices of undergraduates at Ekiti State University.

 

Predictor Variables	Unstandardised Coefficient  (B)	Standard Error	Standardised Coefficient  (Beta)	t-value	Sig. (p-value)
(Constant)	1.215	0.212	—	5.731	0.000
Extraversion	0.284	0.062	0.301	4.581	0.000
Agreeableness	0.199	0.070	0.193	2.843	0.005
Conscientiousness	0.326	0.068	0.312	4.794	0.000
Neuroticism	-0.102	0.058	-0.116	-1.759	0.080
Openness to Experience	0.355	0.059	0.374	6.017	0.000

R= 0.654, R2 = 0.428, Adjusted R² = 0.413, F(5, 218) = 32.741, p < 0.001 (Significant)

Table 5. Regression Analysis of the prediction of career choices of undergraduates at Ekiti State University by personality traits

 

The regression analysis in Table 5 reveals that personality traits significantly predict the career choices of undergraduates at Ekiti State University. The model produced a multiple correlation coefficient of R = 0.654 and an R² = 0.428, indicating that approximately 42.8% of the variance in students’ career choices can be explained by their personality traits. The overall regression model is statistically significant, F(5, 218) = 32.741, p < 0.001.  Among the predictors, openness to experience (β = 0.374, p = 0.000) had the strongest positive influence, followed by conscientiousness (β = 0.312, p = 0.000), extraversion (β = 0.301, p = 0.000), and agreeableness (β = 0.193, p = 0.005), all showing significant positive contributions. However, neuroticism had a negative but non-significant effect on career choice (β = -0.116, p = 0.080). These findings suggest that students who are open to experiences, diligent, sociable, and cooperative are more likely to make deliberate and consistent career choices aligned with their personality traits.

 

4. Discussions

The study revealed that the most dominant personality traits among undergraduates at Ekiti State University are openness to experience and agreeableness, followed by moderate expressions of extraversion, conscientiousness, and neuroticism. This finding is consistent with the results of Akomolafe & Ogunmakin (2020), who observed that Nigerian undergraduates often display high levels of openness and agreeableness, particularly in academic environments that foster group learning, collaboration, and creative thinking. Similarly, findings by Oyetunde & Adeyemo (2021) corroborated this trend, noting that openness is often associated with students’ curiosity and their inclination toward exploring diverse career options, while agreeableness supports smoother peer interactions and adaptability within university life. The prevalence of openness among students may be attributed to their exposure to diverse academic disciplines, technological innovation, and evolving societal expectations, especially in a university setting that encourages autonomy and independent thought. This is in consonant with McCrae & Sutin’s (2018) assertion that openness tends to increase during late adolescence and early adulthood due to increased engagement with novel ideas and social diversity. Similarly, the high levels of agreeableness observed in this study may reflect cultural and educational factors within the Nigerian context that promote communal values, politeness, and social harmony—traits deeply embedded in many traditional and institutional settings. This aligns with findings by Eze & Nwankwo (2019), who reported that Nigerian university students score relatively high on agreeableness due to societal emphasis on respect for elders, conformity, and cooperation. However, contrasting evidence from a study by Moyo & Mlambo (2022) in South African universities indicated that extraversion and conscientiousness were more dominant, which they attributed to differences in educational delivery and socialisation styles, suggesting that contextual factors may shape personality trait expression across populations. The moderate levels of extraversion and conscientiousness identified in this study suggest that while many students are sociable and capable of structured, goal-oriented behaviour, these traits may not be as fully developed or expressed in all academic situations. The findings are partially supported by Adegbite & Yusuf (2020), who found that while Nigerian students tend to be expressive and friendly, structural challenges in the university system, such as overcrowded classrooms and limited extracurricular engagement, may restrict full extraversion expression. Meanwhile, the moderate conscientiousness scores could reflect the tension between individual responsibility and external academic stressors such as limited resources and inconsistent academic calendars. Interestingly, neuroticism was found to be moderately expressed among the students, suggesting a balanced emotional profile. This is supported by the findings of Umeh & Ajayi (2021), who noted that while Nigerian students do experience anxiety and stress, many develop coping strategies that help manage emotional instability. However, this contrasts with studies in more high-pressure academic systems, such as that by Chen et al. (2020) in China, which reported higher levels of neuroticism among undergraduates, often linked to intense academic competition and parental expectations. The dominance of openness and agreeableness among undergraduates has critical implications for educational and career counselling. Students with these traits are likely to be receptive to guidance and adaptable to various career fields, especially those that require creativity, empathy, and collaboration. Educators and career counsellors can leverage these traits to promote engagement in multidisciplinary programmes and team-based learning. However, the relatively lower levels of conscientiousness suggest a need for targeted interventions to strengthen goal-setting, time management, and organisational skills, which are vital for academic and career success. Moreover, while moderate neuroticism may not hinder learning, psychological support services remain essential to help students cope with stress and transition smoothly into the workforce.

The finding of this study revealed that undergraduates most commonly prefer careers in Medicine/Health Sciences and Business/Management, while careers in Education, Arts, and Agriculture are less preferred. This outcome is consistent with the findings of Adediran & Aladejana (2021), who reported that Nigerian students are increasingly drawn toward careers perceived to offer higher economic returns, prestige, and job security—traits typically associated with the health and business sectors. Similarly, corroborating evidence from Okonkwo & Obasi (2020) indicated that students often prioritise fields with greater international mobility, financial incentives, and employment prospects, especially in response to the high youth unemployment rate in Nigeria. The preference for Medicine and Health Sciences is further supported by Oyeniran et al. (2023), who found that many Nigerian undergraduates view healthcare careers as noble, stable, and globally marketable. This perception may be reinforced by recent global health crises (e.g., the COVID-19 pandemic), which heightened awareness of medical professions’ societal value and job security. Likewise, careers in Business and Management are favored due to students’ exposure to entrepreneurship narratives, digital commerce, and a growing interest in financial independence factors highlighted by Ibrahim & Mohammed (2022) as major drivers of student career choices in the current economic climate. Conversely, the low preference for careers in Education, Arts, and Agriculture is in consonant with the observations of Adebayo & Edem (2020), who noted that students often perceive these fields as less lucrative, underfunded, or lacking professional prestige. For instance, careers in Education are often associated with low remuneration and limited career progression, which may discourage interest, especially among students from economically disadvantaged backgrounds. The Arts are frequently viewed as uncertain or risky career paths, a sentiment echoed in Oyewole’s (2021) study on the undervaluation of creative disciplines in Nigerian tertiary institutions. Similarly, the declining appeal of Agriculture is often linked to perceptions of manual labor, outdated curricula, and insufficient modernisation of the sector issues extensively discussed by Umeh & Ndubuisi (2023). However, this trend contrasts with findings in other contexts. For example, Mkhize & Sibanda (2021), in their South African study, reported a relatively higher interest in the Arts and Education, which they attributed to government scholarships, improved working conditions, and cultural appreciation of these fields. This suggests that national policy, socio-economic context, and public perception play pivotal roles in shaping students’ career inclinations. The inclination toward Medicine and Business may stem from a combination of parental influence, peer pressure, societal expectations, and economic pragmatism. Many students are steered toward professions viewed as “successful” or “respectable,” often with limited personal exploration of interest or aptitude. This can have significant implications. First, the oversubscription to certain fields may result in graduate saturation, while neglect of others such as Education and Agriculture can exacerbate national skill shortages in critical sectors. Second, students who enter fields mismatched to their personalities or interests may experience lower career satisfaction and higher attrition rates in the long term.

The study found that personal interest, financial potential, and job availability are the most influential factors in undergraduates’ career choices, while peer influence has the least impact. This finding is consistent with the results of Salami & Salami (2021), who noted that intrinsic motivation particularly personal interest plays a central role in determining students’ long-term career paths in Nigerian universities. Similarly, Akinyemi & Adepoju (2022) reported that students often choose careers aligned with their passions and perceived abilities, particularly when these align with promising financial outcomes and employment opportunities. The emphasis on financial potential and job availability as key motivators is corroborated by Okoro & Obi (2020), who observed that students in economically constrained environments often prioritise careers perceived to provide stability and upward social mobility. In contexts like Nigeria, where unemployment and underemployment rates remain high, it is logical that students would weigh job security and earning potential heavily in their career decision-making process. The finding that peer influence had minimal impact contrasts with Ibrahim & Yusuf (2023), who found that peer groups significantly shaped students’ educational aspirations and career identities, particularly among adolescents. However, this contradiction may reflect differences in developmental stages, academic exposure, or socioeconomic settings. University students, particularly in upper years, may have developed stronger individual preferences and become more autonomous in decision-making compared to secondary school students. Additionally, parental influence though not ranked highest in this study has been emphasised in previous literature (Adewale & Ogunleye, 2020) as a strong determinant of career paths in traditional Nigerian households. However, the decreasing relevance of peer influence and possibly even parental pressure in this finding may signal a growing trend of individual agency and self-awareness among students, especially with increased access to information through digital platforms. The dominance of personal interest, financial outlook, and job availability in influencing career decisions reflects a pragmatic and self-directed approach to career planning. This may be attributed to students’ exposure to career information online, experiences with graduate unemployment, or increased emphasis on personal fulfillment in work-life balance discussions. The low impact of peer influence could suggest greater individualism and critical thinking among university students compared to adolescents, or it could reflect reduced peer discussion on career matters at the tertiary level. 

The study found that personality traits significantly predict undergraduates’ career choices, with openness to experience emerging as the strongest predictor. This finding is consistent with the Five-Factor Model (FFM) of personality, which suggests that individual dispositions influence life decisions, including career preferences (Costa & McCrae, 2019). Specifically, the strong predictive power of openness aligns with studies by Zhang et al. (2021) and Bakare & Odetunde (2023), who reported that individuals high in openness are more likely to pursue careers involving creativity, innovation, and intellectual stimulation—such as those in the arts, sciences, and research. This result is also corroborated by Akpan & Esan (2022), who noted that open individuals often exhibit a greater willingness to explore unconventional or diverse career paths, making them more adaptive in dynamic labor markets. In contrast, traits like conscientiousness and extraversion, though also significant in this study, had relatively lower predictive power, which differs from the findings of Yilmaz & Kaya (2021), who emphasised conscientiousness as the most consistent predictor of structured, goal-driven careers such as law, business, or engineering. The relatively weak influence of neuroticism, with a negative but non-significant predictive value, is in consonance with findings by Ojo & Adebayo (2020), who found that neurotic individuals are more likely to experience career indecision and anxiety, making them less assertive in pursuing clear occupational goals. However, this contradicts Idowu & Thomas (2022), who observed that in some contexts, mild neuroticism might motivate individuals to seek stable and secure jobs due to fear of failure or uncertainty. The dominance of openness to experience may reflect changing career ideals among undergraduates, especially in a digitalised and rapidly evolving job market that favors creativity, lifelong learning, and adaptability. This trait supports versatility and exploration, which are crucial in navigating non-linear career paths in today’s knowledge economy. The significant role of extraversion and conscientiousness also highlights the importance of social interaction and self-discipline in career determination, possibly shaped by students’ exposure to leadership, teamwork, and academic performance demands. The implications are twofold. First, university career counseling services should incorporate personality assessments into guidance programmes, enabling students to align career paths with personal traits for better satisfaction and performance. Second, educators should design learning environments that allow students with diverse personality profiles to discover their strengths, experiment with career-relevant tasks, and reflect on personal preferences. Understanding how traits shape aspirations will improve both career readiness and long-term workforce productivity.

 

5. Conclusions

Based on the findings of this study, it is concluded that personality traits play a significant role in shaping the career choices of undergraduates at Ekiti State University. Among the five major personality traits examined, openness to experience stood out as the most influential predictor of students’ career preferences. The study also established that Medicine/Health Sciences and Business/Management are the most preferred career fields among students, while Education, Arts, and Agriculture attract comparatively less interest. It is further concluded that personal interest, perceived financial rewards, and job availability are the primary factors guiding students’ career decisions, whereas peer influence plays a relatively minor role. These conclusions underscore the importance of aligning career guidance and support services with students’ personality dispositions and intrinsic motivations to promote informed and fulfilling career paths.

Recommendations
Based on the findings of the study, the following recommendations were made:

1. Career counselling services at Ekiti State University should incorporate personality assessments to help students identify careers aligned with their individual traits, especially considering the strong predictive influence of openness to experience and other traits.
2. The university should develop more robust and personalised career guidance programmes that consider students’ personal interests and motivations, rather than focusing solely on market trends or societal expectations.
3. Fields such as Education, Arts, and Agriculture should be rebranded and promoted through awareness campaigns, highlighting their relevance, societal value, and evolving economic opportunities.
4. Parents, lecturers, and alumni should be actively involved in guiding students, not just through advice but also by sharing real-world experiences that connect personality traits with long-term career satisfaction and success.
5. Departments should periodically review their curricula to ensure they reflect both students’ interests and the realities of the job market, thereby enhancing engagement and employability.
6. Students should be exposed to various industries and entrepreneurial opportunities through internships, seminars, and industry talks, allowing them to make informed choices that go beyond peer pressure or financial appeal.

 

About the Authors

Amos Onipede

Department of Social Science Education, Faculty of Education Ekiti State University, Ado Ekiti, Nigeria

amos.onipede@eksu.edu.ng

Matthew Damilola Omojemite

ORCID ID: 0000-0002-3808-2991

Post Doctoral Research Fellow, Continuing Professional Teacher Development, Faculty of Education, Walter Sisulu University, South Africa

momojemite@wsu.ac.za

Bukola Akinlade

Department of Social Science Education, Faculty of Education Ekiti State University, Ado Ekiti, Nigeria

bukola.akinlade@eksu.edu.ng

 

References

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