PERSONALITY TRAITS AS PREDICTORS OF STUDENTS’ SOCIAL ADJUSTMENT IN PUBLIC SECONDARY SCHOOLS IN CROSS RIVER STATE, NIGERIA

Abstract

The study investigated personality traits as predictors of student’s social adjustment in 
public secondary schools in Cross-River State, Nigeria. To guide this study, 3 research 
questions and 3 null hypotheses were raised. The study employed correlational survey 
research design. The population of this study comprised 11, 364 senior secondary two 
(SS II) students, consisting of 5,530 males 5, 834 females. The sample size for the study 
consisted of 377 senior secondary two (SS II) students of which 191 are male and 186 are 
female students. Cohen, Manion and Morrison (2018) criteria for a population of about 
eleven thousand, three hundred and sixty four (11, 364) at a 95 percent confidence level 
was used to draw three hundred and seventy seven (377) senior secondary two (SS II) 
students. The sample was drawn using a multi-stage sampling procedure. Two types of 
validity were employed in the study, construct and face validity. To determine the 
reliability coefficient of the instrument Cronbach Alpha was used. Simple linear 
regression was used to answer research questions and regression-test was used to test the 
null hypothesis. All the null hypotheses were tested at 0.05 level of significance. Based 
on the analysis of data in the study, the following findings emerged: openness to 
Experience predicts 6.7% of social adjustment, with significant predictive power, 
conscientiousness accounts for 13.3% of social adjustment, showing strong predictive 
power, and extraversion predicts 1.2% of social adjustment, with significant influence. 
The study concluded among others that students who exhibit high levels of openness—
 characterized by curiosity, imagination, and a willingness to explore new experiences—
 are more likely to adjust socially. Recommendation made included; teachers and school 
authorities should collaborate with parents to ensure that appropriate measures such as 
small groups and peer tutoring that foster collaboration, participation, and skill 
development are taken to enhance student’s social adjustment.