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EFFECT OF PEER PRESSURE AND PARENTAL EDUCATION ON CAREER CHOICE

OF ADOLESCENT STUDENTS IN OSUN STATE, NIGERIA

Article · December 2023

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 Sub-Sahara African Academic
SSAAR (JESTP); Journal of December, 2022
Editions
Research
Educational Studies, Trends & PracticePublications
Journal of Educational Studies,
Trends and Practice.
December, 2022 Editions
Vol.26, No.8, ISSN 2285-8565

EFFECT OF PEER PRESSURE AND PARENTAL EDUCATION ON CAREER CHOICE OF

ADOLESCENT STUDENTS IN OSUN STATE, NIGERIA.

JOSEPH ADENIYI KOLAWOLE; DOLAPO PETER OLAGOKE; & GRACE M. OBASEKI

Library, Joseph Ayo Babalola University, Ikeji - Arakeji, Osun State

ABSTRACT
The study was designed to investigate if peer pressure and parental education have any
influence on career choice among adolescent secondary school students. The study
further revealed the relationship between the two primary factors (Peer Pressure and
parental education) and career choice was determined using Pearson moment
correlation coefficient. Three research instruments were used. They are: Career Choice
of Adolescent Students (CCAS), Peer Pressure Assessment Scale (PPAS) and Parental
Education Assessment Scale (PEAS). The population of the study comprises 1,920
adolescent Students in Senior Secondary (SS3). Result shows that there was no
significant relationship between peer pressure and parental education influence on
career choice of adolescents among secondary students. It is therefore recommended
that many counsellors should be employed and work effectively with peers as regards
career choice. Thus, this will improve career choice development prospects of adolescent
students and our future workers.

Keywords: Career choice, Peer Pressure, Adolescent students and Parental Education.

Introduction
Recently, there has been growing interest in the interrelationships between career
choice, peer group and parental education. More importantly the focus has been on the
factors that tend to move an adolescent towards a career choice. The achievement of
adolescents as they grow up has always been a matter of interest to parents. The young
adolescent in school is expected to set high aspirations for him or herself and to work
towards the achievement of those goals Alika (2010). Moreover, adolescent students are
made to become aware of the prestige that goes along with successful career choice. The
young adolescent who enters secondary school is encouraged to set high aspirations for
herself and to work to achieve these aspirations. Peer pressure and parental education
are sources of information which induce the young adolescent into pre-determined
career choice, sometimes with little or no considerations on the potentials, actual needs

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and ego of the adolescent students. Career choices are decisions that should be carefully
made because it affects the entire life of the individual; hence it is necessary that a study
such as this should be carried out in order to study the relationship between peer
pressure group, parental education and career choice among secondary school students
in South West. Economic incentives, peer pressure influence and parental education
influence are sometimes used as a means /pressures to induce the young adolescent into
predetermined careers choice, regardless of the potentials, actual needs and ego of the
students. The glamour associated with some careers choice often turn out to be an
illusion. Empirical findings have confirmed to a greater extent, the impact of the parental
education in which a person lives and the family goals and objectives on his/ her choice
of career. Trost and Levin (2000) opined that the parental education influences the
behaviour or character of adolescents. Tella (2003) also found that parents education
play an invaluable role in laying the foundation of their adolescent's career choice.
Peer pressure is defined as the way by which people of the same social group can
influence on another peer to take a certain action, adopt certain values, or otherwise
conform in order to be accepted. Peer pressure is commonly applied to younger people,
especially those teenagers. Responding to peer is part of human nature that some
teenagers are more likely to give in, and others are better able to resist and stand their
ground. Peer pressure is a thing that all adolescents have in common, some can't escape
it because it is almost everywhere. Peer pressure can also have a positive effect. Peers
often encourage each other, encourage others to do worst or encourage doing well. Peers
might join a volunteer project because all of his or her friends are doing it, or get good
grades because the social group they belongs to thinks getting good grades is
important. A positive peer pressure can help boost adolescent students’ self-esteem. It
might prevent them from engaging in harmful or risky behaviors. In the modern society,
most of the teenagers are not aware with the pressure they can experience together with
their peers group; most especially when they feel that they to the same group. Adolescent
needs to be conscious with the consequences of choosing groups to be with. They need
to be guided on the knowledge and how to critically deal with the matter of peer
pressure. Instead of watching adolescent’s students to suffer from peer pressure, this
paper may help us to have considerations and idea on how to guide them with the right
path. The paper focuses on the effects brought by peer pressure and parents education
on adolescent students in building their personality and career choice.
Peer pressure can lead adolescent students to a very quick and accurate judgments and
decision making on their own and in situations where they have time to think. However,
when they have to make decisions in the heat of the moment or in social situations, their
decisions are often influenced by external factors like peers. In a study funded by the
National Institute on Drug Abuse (NIDA, 2009), teen volunteers played a major driving

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game, either alone or with friends watching. What the researchers discovered was that
the number of risks adolescents took in the driving game is more than doubled when
their friends were watching as compared to when the adolescents played the game alone.
This outcome indicates that adolescents may find it more difficult to control impulsive
or risky behaviors when their friends are around, or in situations that are emotionally
charged. (http://www.scholastic.com/nida/nida/HeadsUp-Student-Yr6.pdf)
Peer Pressure is usually made up of playmates, or people within the same age bracket
(Akintayo, 2008). They serve as confidants to their members. In some cases they belong
to the same social clubs where they share the same values and ideals. Many educators
consider peer group pressure to be an effective and powerful instructional strategy
which can be used to develop and influence career choice. Peer pressure help
adolescents to be more pragmatic in choosing good careers. The adolescent students in
secondary school are expected to set high aspirations for them and they should work
towards the achievement of these goals. Moreover, adolescent students should be aware
of the prestige that goes along with successful career choice. Peer or friends are very
important factors in the career choice of adolescents.

Parental Education
Parental education is a primary need in this time of globalization. Parental education not
only gives insight, also grooms the personality, inculcate moral values, add knowledge
and give skill to adolescent career choice. Parental education is necessary owing to the
nature of competition facing secondary school student career choice. In every area,
highly qualified young people are needed due to the choice of career options. Battle &
Machel (2002) indicated that in this era of globalization and technological revolution,
parental education is considered as the first step in mentoring every adolescent career
choices in human endeavour. It plays a fundamental role in the development of career
choice of adolescents toward human capital and is linked with an adolescent wellbeing
and opportunities for better future and standard of living. It is believed that parents’
education plays a significant role in the allocation of subject to various career choices of
adolescents in school. It sorts adolescent according to differences in value abilities,
channels them into streams of training that develop their career choices, and helps them
to aspire to various roles that are in keeping with their talent. However, many factors
other than the capacity of the student influence his later educational experiences and
attainments. These include differences in the level and quality of education available in
the country, region or community, difference to access to educational equipment
according to adolescent social status, religion, race, and ethnic origins, and differences
in the willingness and capability of his parents education and to provide the financial
and psychological support necessary for the maximization of his talent potentials.

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Comments from educators indicated that, the blame from lack of good performance has
been as a result of neglect and carefree attitude toward academic work by adolescent
student and parent. Home is the first school for an adolescents where they will be taught
the basic norms and values by the parent before they leaves for the formal education.
Safe and conducive environment coupled with adequate learning facilities would help to
boost the intellectual and academic capability of the adolescent students. Well educated
parent would always have the right attitude toward education and provide learning
materials such as television, videotapes, novels books which serve as information for
career choice for them. Some educated parents provide different magazine and journals
that could facilitate career choice and learning process. The motivation of any intelligent
adolescent towards learning is being accelerated by the positive influence of parental
education and its environment while others who lack motivation are negatively affected.
Parental level of education plays a vital role on adolescent students’ career choice.
Education is a means of achieving personal prestige, higher income, means to position of
power and authority. It is an access entry into adolescent students’ career choice that is
satisfying and interesting. Many developing countries including Nigeria are very poor. It
is evident that poverty is not shared equally by all and this is known as social inequality
between education and socio economic status (Agulana and Nwachukwu, 2004). The
introduction of school fees in Nigeria has made some people believe that education is
meant for some privileged few rather than the right of every adolescent student
depending on their capacities. Parental level of education contributes to the career
choice of adolescent students in secondary school.

Career choice of adolescent students

Career choice is one of the most important decisions an adolescent student has to make.
Whether that decision is to select subject specialization, organization or a profession, it
should be made after careful consideration of the internal (including physical, emotional
and intellectual demands) and external environment (which might include one’s
suitability to the type of career choice). This choice of career is crucial as it shall drive
what will be the adolescent students schedule for the rest of their life. Furthermore, it
will have a direct impact on the other aspects of their life such as life style, self-
satisfaction, future work-life balance and quality of life. The career choice decision is
also difficult not just because of the range of career choice options available to adolescent
students in their current environment, but having an adequate understanding of career
choice without getting into it. Too often, only after a person has made sustainable
commitments in time, energy, and money or has cut off other opportunities by
taking steps to enter a career, does he or she find that it is not what was expected
or wanted. Another difficulty faced by adolescent students lies in having a clear

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perception, career choice preference testing, guidance counseling, and experience in

activities related to the career choice are all resources for making this right choice.
Making a career choice requires getting in touch with peers and their environment.
There are clearly two ways of looking at assessing options.
There are two ways of looking to adolescent students assessing career choice options.
The first one is about intuition and listening to their heart, which helps them create a
vision of what one wishes to accomplish in life and how it can influence the world. The
other one is about the evaluation of the inner-self and the environment and uses their
brain to evaluate what career choice option is the most suitable one. The first evaluation
is usually made in a relaxing environment both physically and mentally. The latter
involves considering the pros and cons of each of the career choice options that come
from first part. Concept of Career Choice according to Brown (2002) proposes career
choice process to be the one involving evaluating individual’s abilities, skills and values
in the light of the career choice available and how these align with the course values of
the available alternatives choices. Gottffredson’s (1981) Developmental Theory of
occupational aspirations describes the affinity of adolescent students towards certain
career choice. The concept of self-realization is key factor in career choice selection as
most adolescents want to do career that tend to align with the perceived self-image they
have. The key variables that determine or help adolescents perceive these images are
peer pressure, social class, ability, intelligence and information gotten from friends. The
basis of the Krumboltz (1993) Career Choice Theory (CCT) is based on the fact that
students learn significantly from their environment and parents experiences and how
they have influenced them as an individual. These parent education experiences and
peer pressure influences may include a family, teacher, mentor, a hobby or just observing
peer do a certain choice of course. This eventually drives adolescent choice of career.
Research within career choices of peer groups like science students and social science
students has been conducted on parental education and peer pressure influence is very
crucial for positive development in adolescent career choice {Morrison, 2004, Aggrawal,
2008}. Career exploration is very crucial topic when it comes to career choices of
adolescent students. Self exploration which is the exploration of the “self” and
exploration of the environment which is environmental exploration are part of career
choice exploration (Eddy et.al. 2008). In self-exploration adolescent students explores
its own interests, experiences and values to understand its own need and caliber for the
career choice match. Whereas, Environmental exploration; exploring the options in the
market by seeking information on organizations, jobs, occupations, and industries to
make better career choice decisions involved (Zikic and Richardson, 2007).

Statement of the Problem

Career choice of adolescent students may likely be influenced by the level of parental
education and peer pressure. It is believed that adolescent students in Nigeria may not
have access to adequate and reliable information that may lead them to good career
choices. Some of these adolescents who make wrong choices may experience career
frustration later in life. It is in the light of this that this study sets out to investigate the

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effect of parental education and peer pressure on career choice of adolescent students
in Osun State, Nigeria.

Objectives of the Study

The main objectives of this study are to:
i. Assess the conditions that Influence Career Choice of Adolescent Students in
Osun State, Nigeria.
ii. determine the influence of parental education on career choice of adolescent
students in Osun State, Nigeria;
iii. find out the relative contributions of peer pressure on career choice of
adolescent students in Osun State, Nigeria.

Research Questions
1. What are the conditions that Influence Career Choice of Adolescent Students in
Osun State, Nigeria?
2. To what extent does parental education influence the career choice of adolescent
students in Osun State, Nigeria?
3. What is the influence of peer pressure on career choice of adolescent students in
Osun State, Nigeria?

Hypotheses
The following hypotheses are tested at 0.05 level of significant:
Ho1: parental education does not significantly influence career choice of adolescent
students in Osun State, Nigeria.
Ho2: Peer pressure does not significantly influence career choice of adolescent
students in Osun State, Nigeria.

REVIEW OF LITERATURE
Concept of Adolescents’ Career Choice
Career choice can be defined as a process which describes the choices that a person
makes when selecting a particular career from secondary schools. It also helps to identify
different factors involved in a person’s career decision and provides an understanding
of the way these factors have an impact on their career choices (Sharf, 2002). The
concept of career choice appears useful in helping individuals to find congruence
between their career orientations and work environment (Ituma & Simpson, 2006). At
the same time, it helps employers to provide employees with appropriate work
environments which increase employees’ career satisfaction and commitment to an
organisation (Baruch, 2004). For example, an investigation of the relationship between

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career anchors and graduates sought to understand why graduates applied for jobs in
large organisations and also assessed their perceived career competencies (Schwartz
and Buboltz, 2000). The study found that graduates applied for jobs in large
organisations because they valued the security and stability anchor. They also perceived
that large organisations would provide them with better career choice opportunities
than small businesses. The study concluded that small business recruiters should
consider providing employees with clear career paths and good training programmes in
order to make positions in their organisations appealing to new graduates. Schwartz and
Buboltz, (2000) demonstrated that career choice anchors provide organisations with a
better understanding of potential employees’ career orientation and allow organisations
to develop strategies that enhance employees’ career satisfaction and commitment to
the organisation. The concept of career choice was introduced by Albert Bandura in 1977
when he used social learning theory to investigate personality development Prideaux
(2001).

Peer Pressure and Adolescents’ Career Choice

There has been growing interest in the interrelationships between career choice, and the
influence of peer pressure. More importantly the focus has been on the factors that tend
to move an individual towards a career. The achievement of adolescent students as they
grow up has always been a matter of intense interest to peer pressure. The young
adolescent in school is expected to set high aspirations for him or herself and to work
towards the achievement of those goals. Moreover, children are made to become aware
of the prestige that goes along with successful career decision / choice. Education,
economic incentives and peer group influence are sometimes used as pressures to
induce the young adolescent into predetermined careers, regardless of the potentials,
actual needs and ego of the student. Literature have confirmed to a great extent, the
impact of the peer pressure in which adolescent students live and the individual goals
and objectives on his/ her choice of career.
Trost and Levin (2000) opined that the peer pressure influences the behaviour or
character of a student. Tella (2003) also found that peer pressure plays an invaluable
role in laying with the foundation of student’s career choice. In the same light Wikelund
(2006), pointed out that the more intensively peer pressure is involved in their
children's learning, the more beneficial are the achievement effects. Thus it is assumed
that when peer pressures monitor homework, encourages participation in extra
curricula activities, are active in parent - teachers' associations and help students
develop plans for their future, such students are likely to respond positively in academic
activities. Alika and Egbochuku (2009) found that peer pressure exerts a lot of influence
on the educational attainment of the adolescent students especially through career

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choice. The authors further reported that when a girl student drops out of school the
possibility of re-entry into school is enhanced if the adolescent girl comes from the high
socio-economic status family and peer pressure of friends. Ryan (2005) reported that
academic performance is positively correlated to having peer pressure of adolescent
children.

Parental Education and Adolescents’ Career Choice

However it has been shown that parents cannot ‘do it all’ without other factors in
enabling the adolescent students (Miller, 2006), Miller discussed what parents can and
cannot do. They can draw career preferences to the forefront, in reflecting of adolescent
preferences, clarifying career preferences, summarizing, and encouraging people
towards career preferences. Parents should not be engaged with the evaluation for
instance, telling the young adults what they are or are not capable of doing. Parents
should not moralize or tell the adolescents what they should do, what their motives
should be, or persuade the people to adopt a different point of view. Career counselors
would be ineffective if they try to dictate, judge, or decide the student’s values. And
finally, counselors should not make predictions that go beyond the capability of their
training. However, decision-making has become a tool towards forming career choices.
Momberg (2004), indicates that the decision making process concerning one’s career is
a function of the information use by the individual, but more in the process of maturity
and planning. Germeys and Verschuerer (2006) stressed that good decision-making
relied upon adequate information use and effective strategies for making career choice.
People can help themselves to differentiate myth from reality. Communication and
learning to operate autonomously are fundamental building blocks used in effective
career planning. In order to succeed in obtaining their goals, students must know what
they want. “Too many of us have been taught to suppress what we want and instead
concentrate on meeting other people’s expectations. In doing this, we end up spending
most of our time marching to other people’s drums” (Esbroeck, Tibos and Zaman, 2005).
Furthermore, many evidences exist that parents influence their children’s career
development and that the parents provide resources that help adolescents develop ideas
about their future. For instance, parents provide financial and emotional support, and
also transmit values, goals, and expectations to their children, which can impact the
career choice development process. Some suggest that parents assist in shaping
children’s self-concept and can serve as role models. Similarly, Musarat, (2013)
suggested that the amount of parental identification will be reflected in the interests of
their children and in turn, the career interests that they choose to pursue. Social learning
theory also points out possible influences the parents can have on adolescents’ career
decision development, since its premise is that individual's personalities and skills are a

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result of their instrumental and associative learning experiences. Parents can have an
influence on their children's career development by positively reinforcing or punishing
certain behaviours that can encourage or discourage certain interests or abilities
(Tinsley, 2000). Studies have also focused on the overall information on the parental
interaction as influences on the career decision development of their children, and
purport an idea similar to the need for separation from the parental unit. Family systems
theory places importance on the impact that the parents relationships have on
adolescents' career choice development. They suggest that career choice is combined
with other developmental tasks during adolescence such as adult identity formation and
psychological separation from the parents (Hall & Moradi 2003). Over involvement of
relationships between parents and their children may inhibit the individual process and
contribute to young adolescent students’ indecisiveness due to conflict with their own
needs and wants and those of their parents. Burgess (2002) proposed an interactional
perspective to understanding the parental role in the career decision development
process, which focuses on the relationships with the parent as contexts for career
development. They propose that there are certain societal and parents circumstances
under which career exploration is more likely to occur and that parents facilitate
exploration by establishing a balance of both closeness and independence. This idea
parallels attachment theory and the separation of individual models because they all
support the notion of the importance of positive, close parent’s relationships and the
importance of adolescent student’s autonomy or independence. Although coming from
different angles, these theories seem to identify similar constructs important in
understanding adolescent student’s career choice development.

Effect of Peer Pressure and Parental Education on Adolescents’ Career Choice

Wentzel (1991) observed that associating with friends that serve as academic and
social resources could have a direct and positive influence on achievement outcomes
at school. According to him, peers may have a less influential role than peer pressure
in influencing adolescents' career choice. The young adolescent who enters school is
encouraged to set high aspirations for him or herself and to work to achieve these
aspirations. Peer group influence are sources of pressures which induce the young
adolescent into pre-determined career, sometimes with little or no considerations on
the potentials, actual needs and ego of the child. Career choices are decisions that
should be carefully made because they affect the entire life of the individual; hence it
is necessary that a study such as this should be carried out in order to study the
relationship between peer groups, parent influence and career choice in humanities
among secondary school students in Osun StateNigeria. While it is argued that peer
pressures do influence children's lives, it is likely that if the youngsters are removed

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from parental proximity, the less likely it is that they will be molded by the benevolent
influence of peer group. And so, by default, when there is an expanded distance
between peer pressure and children, the latter are more likely to be shaped by the
impact of their peers. If the young ones must be guided towards a better occupation
in this regard, then it is timely to investigate the relationship between peer group
influences on career choice in humanities among adolescent students. The question
then is: to what extent does peer pressure influence career choice in humanities among
adolescent students? It is important to know the factors that constitute the popularity
of a peer pressure choice in comparison with others in career choice (Hossler, Schmit
and Vesper, 1999). The complexity of the students’ choice in choosing nursing course
as their tertiary education is reflected by the diversity of published research. There is
a widespread recognition of factors such as pressure on career and education
aspiration (Liegler 2000), personal ability of the adolescent students (Beggs,
Bantham and Taylors, 2008) and peer pressure encouragement ( Scanion, 2008)
that aid adolescent students’ career choice process. The pressure put by peer on the
socio-economic status of adolescent students continues to reflect negatively or
positively on career choice (Paa and McWhirter, 2000). Andrews, Thomas, Wong and
Rixon, (2009) maintained that peer pressure influences not only lead to poor selection
choice but also has implications for institutional enrolment. Like many studies,
local/public secondary school leavers are faced with a wide variety of factors that
influence their career choices. Consistently a descriptive study done by Law and Arthur
(2003) suggested that many students harboured a view that many a career low-status
profession not generally command respect thereby leading to the notion that such a
career is not a good choice for higher study. However, another study indicated that job
security was the prime reason why school leavers choose as their higher education and
career (Brodie, 2009). A similar result was reported in a correlation study by Rognstad,
Aasland and Granum (2004). In essence, the effects of job security, nursing image,
sexual stereotypes and wages impact local student’s choice of career education. In
other words, social economic status has a direct influence as peer pressure on
student’s choice as a career. Scanlon’s (2008) indicated that young adolescent were
found to own career and education aspiration about some courses and have dissuaded
their peer from taking some courses in their tertiary study.

EMPIRICAL REVIEW
Parents are the first teachers of their children. In the light of this, parental education
influences adolescent student’s career choice and academic performance. Ahmad (2013)
suggested that adolescents from families where parents have less education tends to
perform systematically worse in secondary school than students whose parents have

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more education. To him, educated parents provide intellectual, economical,

psychological and emotional support to their adolescent students who in turn make
them to be more comfortable and adjusted to their learning development and motivate
their career choice and this result in high academic performance. Musarat (2013) in his
research conducted on two hundred and fifty (250) students from University of
Sargodha, Pakistan, found out that there is relationship between parental education and
adolescent student’s career choice and their performance. To him, those adolescent
students from educated parents have better performance, than those from uneducated
parents. He also pointed out that mother education has significant influence in
adolescent students’ career choice and students whose mothers are highly educated
have scored high performance. Also Femi (2012) came up with the result that the mean
scores of adolescent students from educated parents were high than scores of students
from uneducated parents. Therefore, parental education has significance effects on
students’ career choice and academic performance.
Another study by Ahmad et al. (2013), stated that parent with an educational
background would be in good position to be second teachers to their adolescents even
to guide and counsel the adolescent on the best way to choose their career and perform
well in education. Such parents would provide necessary materials needed to their
adolescents. This motive also supported by Musgrave, (2000), who opined that those
adolescent from educated parents always like to follow the footsteps of their parents and
by this, chose best career and work actively in their studies. It also supported by Ekber
(2013) in his research conducted on the undergraduate senior students being trained at
the University of Suleyman Damirel. He found out that parents with high education
provide a most conducive environment for their adolescent to study. He further stated
that adolescent students from parents with higher education are likely to choose better
career and perform academically well than their peers from uneducated parents.
Parental education background continues to draw the attention of many researchers,
educationist, and administrators for the role it plays in influencing adolescent students’
career choice and academic performance. In light of this, a study conducted by Suresh,
(2012) on the impact of parents’ socioeconomic status on parental involvement at home
for high achievement Indian students of Tamil school in Malaysia, indicated that
adolescent students from parents with high educational qualification scores high test in
their school. High educated parents deducted a lot of time, energy, and money to help
their adolescent to perform well in academic activities. From the research finding,
parental education assist their adolescents to do homework given to them by the school
and even to prepare timetable for the adolescents to follow in relation to their school
works at home, and make sure they abide by it. They also provide more activities related
to an academic development of their children to utilize the time available at home. With

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parents educational status, it was very easy to involve fully in their adolescent’ career
choice and learning development. They also keep in touch with the school authority
about progress or otherwise of their adolescent education. These advantages made it
possible for the adolescent to perform academically well than their counterpart from
uneducated parents. The more supportive and conducive environment an adolescent
gets the more career choice and academic achievement would be attained.

Methodology
The survey method was adopted for this study. The data collected were analyzed using
the Pearson product moment correlation and regression. The independent variables
include peer pressure and parental education while career choice was the dependent
variable. A random sample of one thousand nine hundred and twenty respondents was
selected and used for this study. It investigated the relationship between in independent
variables and dependent variable. The instruments used for this study were Career
Choice Assessment Scale (CCAS), Peer Pressure Assessment Scale (PPAS) and Parental
Education Assessment Inventory (PEAI). The respondents were to respond to the items
on the three instruments on a modified (four) 4- point Likert scale of strongly agree (4)
agree (3), disagree (2) strongly disagree (1)

Data Presentation and discussion of Findings

This chapter summarise the result of the statistical analysis used to answers research
question and test hypotheses formulated. Descriptive statistics was used to answer
research questions while Pearson moment correlation co-efficient were used to test the
hypotheses.

Table 4.1: Table showing the rating of Peer Pressure

S\N Peer Pressure SA(%) A (%) D (%) SD (%) X Std.Dev

1 My friends are very curious in 840 887 122 71 3.30 0.82

choosing careers that will earn (43.8) (46.2) (6.4) (3.7)
them better or good wages /
income.
2 Friends have been the greatest 849 863 129 79 3.27 0.83
influence in my career choice (44.2) (44.9) (6.7) (4.1)
3 I make career choice because my 838 869 133 80 3.26 0.88
friends encourage me to do it (43.6) (45.3) (6.9) (4.2)
4 Friends opinion is to be respected 569 922 253 176 3.13 1.04
in terms of making career choice (29.6) (48.0) (13.2) (9.2)

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5 Career choice is an option for me 753 682 217 268 2.99 0.97
because my friends are not (39.2) (35.5) (11.3) (14.0)
thinking about it
6 I chase my career because I 909 67 64 880 2.51 0.62
belonged to a group that engaged (47.3) (3.5) (3.3) (45.8)
in career debate
7 Age mate encourage friends to 907 61 64 888 2.50 0.62
make career choice that leads to (47.2) (3.2) (3.3) (46.3)
professionalism
8 I am limited to my career choice by 890 67 73 890 2.50 0.63
my friends (46.4) (3.5) (3.8) (46.4)
9 My friends encourage me to offer 894 65 81 880 2.49 0.63
career that will lead to social (46.6) (3.4) (4.2) (45.8)
status
I need my friends’ advice 709 125 407 679 2.29 0.87
10 because I want to choose a (36.9) (6.5) (21.2) (35.4)
career that requires technical
information

Table 4.1 shows the influence of peer pressure on adolescent students’ career choice.
The mean and standard deviation score of peers or friends are very curiosity in choosing
career that better income wages is ( X =3.30, S.D=0.82), followed by friends that have
been the greatest influence on career choice ( X =3.27, S.D=0.88), peers or friends that
were not interested in choosing career for better or good income wages ( X =3.30,
S.D=0.82), friends having greatest influence on adolescent students career choice ( X
=3.27, S.D=0.83), friends encouragement to choose a particular career ( X =3.26,
S.D=0.88) , this is followed by friends opinion were honoured and respected for making
career choice ( X =3.13, S.D=1.04), and career choice is an option for them ( X =2.99,
S.D=0.97), career debate ( X =2.51, S.D=0.62), career that leads to professionalism ( X
=2.50, S.D=0.62), and limited to their career choice by friends ( X =2.50, S.D=0.63). This
implies that the interest of friends on good salaries income was not a key determinant of
adolescent students’ career choice. The findings further shows that friends have been
the greatest influence in adolescent students career choices. This is because their friends
encouraged them to choose a particular career while the opinion of their friends were

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always honoured and respected when making career decision. Though, a significant
number of adolescent students established that their friends do not always think about
their careers, therefore concluded that their career choices is options for them. The
findings also revealed that significant number of adolescent students chose their career
because they belonged to groups that engaged in career debates. Furthermore, finding
of this study discerned that peer groups encouraged adolescent students to make career
choice particularly careers that lead to professionalism. In spite of friends’
encouragement, a significant number of adolescent students claimed that they are
limited to their career choices by friends. But, the lowest in the scale of peer pressure
deduced that friends of adolescent students hardly encourage them to offer career that
will lead them to social status. Hence, this finding finally revealed that interest of
adolescent students on good income was not a key determinant of their career choice.

Table 4.2: Table showing the influence of Parental Education on career choice of
adolescent students in Osun State, Nigeria.
S\N Parental Education SA (%) A (%) D (%) SD (%) X Std.Dev
1 Because my parents are well 761 678 210 271 2.99 0.97
educated, they often told me what (39.6) (35.3) (10.9) (14.1)
career they wanted me to do
2 Because my parents are highly 771 672 213 264 2.99 0.97
educated and exposed ,they knew (40.2) (35.0) (11.1) (13.8)
which career to choose for me
3 Because my parents are well 736 643 238 303 2.93 1.01
educated, they knew the relevant of (38.3) (33.5) (12.4) (15.8)
educational resources to provide to
aid my career development.
4 Because my parents are highly 725 649 251 295 2.92 1.01
educated, they have a good job and (37.8) (33.8) (13.1) (15.4)
so are able to finance my
vocational/career aspiration
5 Because my parents are highly 727 644 254 295 2.92 1.01
educated, they knew how to (37.9) (33.5) (13.2) (15.4)
assist me in making my career
choice/decision

Table 4.2 revealed the influence of parental education on adolescent students’ career
choice. The main and standard deviation of parents information on choices of career is (

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X =2.99, S.D=0.97), parents level of education and exposure ( X =2.99, S.D=0.97), this is
followed by provision of relevant educational resources ( X =2.93, S.D=1.01), and
adolescent students aspiration ( X =2.92, S.D=1.01). The study revealed that most
adolescent students asserted that their parents frequently told them the type of career
they wanted them to choose. The study further shows that high level of parental
education and exposure serves as a key determinant of career choice of adolescent
students. The implication of this findings is that the educational level of parents enables
them to provide relevant educational resources for the adolescent students so as to aids
their career development. Findings also deduced that the educational level of parents of
adolescent students enable them to have a good job and this therefore aid the parents to
finance vocational or career aspiration of adolescent students which as a result aids them
to make best career decisions. Therefore, the findings concluded that high level of
parental education and exposure in the Osun State serves as a key determinant of career
decisions of adolescent students.

Table 4.3: Assessment of Conditions that Influence Career Choice of

Adolescent Students in Osun State, Nigeria.
S\N Assessment of Career Choice SA A (%) D (%) SD X Std.
of Adolescent Students (%) (%) Dev
1 I have no career plans at 285 40 1141 454 2.92 0.92
present (14.8) (2.1) (59.4) (23.6)
2 I am limited to a career 388 44 930 558 2.86 1.05
choice by schooling in my (20.2) (2.3) (48.4) (29.1)
area
3 I tend to postpone my career 275 230 958 457 2.83 0.95
choice (14.3) (12.0) (49.9) (23.8)
4 Money has been an issue in 556 77 759 528 2.66 1.16
my choosing a career (29.0) (4.0) (39.5) (27.5)
5 I spend less time thinking 593 43 832 452 2.60 1.15
about my career choice (30.9) (2.2) (43.3) (23.5)
6 I am limited to a career 598 44 831 447 2.57 1.15
choice by the industry in my (31.1) (2.3) (43.3) (23.3)
area
7 I feel out of touch when I do 677 313 631 299 2.29 1.11
not make a good career (35.3) (16.3) (32.9) (15.6)
choice

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8 I would consider a career 669 336 625 290 2.28 1.10

held by the opposite sex (34.8) (17.5) (32.6) (15.1)
9 I have to work for money 738 415 474 293 2.17 1.10
needed to make career (38.4) (21.6) (24.7) (15.3)
choice
10 I am fully aware of what my 754 745 205 216 1.94 0.97
career choice has to offer me (39.3) (38.8) (10.7) (11.3)
11 I have definitely made a 862 766 60 232 1.82 0.97
career choice (44.9) (39.9) (3.1) (12.1)
12 Counsellors have been the 988 847 53 32 1.55 0.64
greatest influence in my (51.5) (44.1) (2.8) (1.7)
career choice
13 I am willing to make career 1091 685 92 52 1.53 0.71
choice early than late (56.8) (35.7) (4.8) (2.7)
14 I do extra work making my 1001 857 27 35 1.53 0.62
career choice than expected (52.1) (44.6) (1.4) (1.8)
of me
15 I am satisfied with the 968 898 45 9 1.52 0.57
success I have achieved in my (50.4) (46.8) (2.3) (0.5)
career choice
16 I made the decision choosing 1005 875 21 19 1.51 0.58
my career as it occurred to (52.3) (45.6) (1.1) (1.0)
me
17 I understand my career goals 1013 868 23 16 1.50 0.57
(52.8) (45.2) (1.2) (0.8)
18 I put forth my best effort to 1024 865 17 14 1.49 0.56
make career choice (53.3) (45.1) (0.9) (0.7)
regardless of any difficulties
19 I strive to make quality 1197 629 82 12 1.43 0.61
career choice when required (62.3) (32.8) (4.3) (0.6)
20 I am satisfied with the step 1149 736 29 6 1.42 0.54
I have taken toward (59.8) (38.3) (1.5) (0.3)
making my career choice
for advancement of my
university degree
Table 4.3 shows conditions that influence adolescent students’ career choice. The
findings reflect how conditions affecting adolescent student’s career choice. The mean

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and standard deviation score of information on career plans is (( X = 2.92, S.D.= 0.92),
this is followed by what is not limited to career choice ( X = 2.86, S.D.= 1.05), mothers
occupations (( X = 2.3, S.D.= 0.95), less time on career choice ( X = 2.66, S.D.= 1.16), feel
out of touch when make wrong career ( X = 2.60, S.D.= 11.6), career plans ( X = 2.92,S.D.=
0.92).this is followed by career held by opposite sex ( X =2.60, S.D.= 1.15), work for
money to make career choice ( X =2.57, S.D.= 1.15), awareness of career choice ( X =2.29,
S.D.= 1.11), and early career choice ( X =2.17, S.D.= 1.10), and satisfied with success made
( X =1.42, S.D.= 0.54), This implies that, majority of the adolescent students have career
plan and this was ranked highest while some of them are not limited to a career choice
by schooling in their area. Majority of the adolescents did not postpone their career
choice, and money has not been an issue in choosing their career, some of them do not
spend less time thinking about career choice while are not limited to a career choice by
the industry in their area respectively.
The result also depicts that adolescent students feel out of touch when they do not make
a good career choice and considered dominated by the females. Though, majority of the
adolescent students have to work for money needed to make their career choices,
because some of them are fully aware of what career choice has to offer them when they
make their career choices. On the other hand, counselors have been revealed as the
greatest influence on adolescent students’ career choices. The result further shows that,
the adolescent students are willing to make their career choice early and this has
prompted majority of them to work extra to realize their career goals. In spite of the
effort put forward by them in making best career choice, majority of them disclosed that
they are satisfied with the steps they had taken toward making their choices and satisfied
with the success they have achieved so far in realizing their career choices. The
implication of this is that when these conditions are not met, the adolescents may not
likely be developed mentally, and may make wrong career choice. This may have adverse
effect on their future lives. The stakeholders should assist in creating enabling condition
and educate adolescent on how to use them. Adolescents should be guided and be
motivated to follow the career conditions in Nigeria.

Test of Hypotheses
Table 4.4: Hypothesis One (HO1): Peer pressure does not significantly influence
career choice of adolescent students in Osun State, Nigeria.
Model Unstandardized Standardized T Sig.
Coefficients Coefficients
B Std. Error Beta
(Constant) 34.154 1.537 22.227 .000
Peer -2.972E-02 .047 -.013 -.633 .527
Pressure
F(5,1914) = 149.441, R = .530, R2 = .281, Adj R2 = .279

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Table 4.4 reveals the significant influence of peer pressure on the career choice of
adolescent students in Osun State, Nigeria. The result revealed that peer pressure
influenced adolescents’ career choices at 0.05 level of significance (F(2,1914) = 149.441; R=
.530, R2= 0.281, Adj.R2 = .279, P<.05). Statistically, the null hypothesis is rejected
meaning that peer pressures are significantly influenced adolescent students career
choice in Osun State, Nigeria. In the same way, the Adj. R2 value of 0.279 signifies that
28% of the variation was accounted for by peer pressure. This indicates that peer
pressure is not predictors of career choice of adolescent students in Osun State, Nigeria.

Table 4.5: Hypothesis Two (HO2): Parental Education do not significantly influence
career choice of adolescent students in Osun State, Nigeria.
Model Unstandardized Standardized T Sig.
Coefficients Coefficients
B Std. Error Beta
(Constant) 34.154 1.537 22.227 .000
Parental .612 .242 .355 2.531 .011
Education
F(5,1914) = 149.441, R = .530, R2 = .281, Adj R2 = .279

Table 4.5 reveals the significant influence of parental education on the career choice of
adolescent students in Osun State, Nigeria. The result revealed that parental education
influenced adolescents’ career choices at 0.05 level of significance (F(2,1914) = 149.441; R=
.530, R2= 0.281, Adj.R2 = .279, P<.05). Statistically, the null hypothesis is rejected
meaning that parental education is significantly influenced adolescent students career
choice in Osun State, Nigeria. In the same vein, the Adj. R2 value of 0.279 signifies that
28% of the variation was accounted for. This indicates that parental educations are
predictors of career choice of adolescent students in Osun State, Nigeria.

Table 4.6: Correlation matrix showing the pattern of relationship that exists between
Parental Education, Peer Pressure and Career Choice among adolescent students
CC PP PE
Career Choice (CC) 1
Peer Pressure (PP) .129** 1
Parental Education (PE) .514** .321** 1
X 40.44 30.48 14.76

S.D 8.20 3.67 4.76

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** Sig. at .01 level, * Sig. at .05 level

Table 4.6 showed the pattern of relationship that exists between peer pressure, parental
education and career choice of adolescent students. The career choice of adolescent
students (r=-.154, p<.01). This is followed by parental education (r=.514, p<.01) and
religion (r=.514, p<.01).The findings reveal that peer pressure and parental education,
have a strong positive relationship with career choices of adolescent students and
significant at 0.01.

Discussion of Findings
The findings on peer pressure influence deduced that interest of peers or friends of
adolescent students on better or good wages serves as a key determinant of their career
choice. This indicates that many of the adolescent students claimed that the information
they got from their parents and friends motivated them to choose better careers in life.
This is in corroboration with the study of Egbochukwu (2009) who found that influence
of peer pressure affects career choice of adolescent students. Furthermore, findings
revealed that high level of parental education and exposure serves as a key determinant
of career decisions of adolescent students. This is confirmed with the study of Agulana
and Nwachukwu (2004) that the level of parents’ education influences adolescent career
choice.
Another obvious fact from the findings revealed that peer pressure and parental
education have effect on career choice of adolescent students in Osun State, Nigeria. The
result from the findings reveals that peer pressure and parental education have a
significant influence on adolescent student career choice in Osun State since parental
education as β = 0.621; t = 2.532; P < .05 and Peer pressure β = -0.13; t = 0.633; P > 0.05
have positive effect on career choice.
This agrees with Tibos and Zaman’s (2005) finding that parental education changed the
thinking of adolescent students toward career choice and those adolescent students
should have adaptive changing culture which encourages them to cope with occupation
transition and career/work traumas in the future. It was observed that findings of
hypothesis one also divulged that parental education significantly influenced career
choice of adolescent students while peer pressure does not significantly influence career
choice of adolescent students. This is supported by Ryan (2005) who found that peer
pressure did not significantly influence career choice of adolescent students. In essence,
the null hypothesis is rejected.

Conclusion
The conclusion drawn from this study is that peer pressure and parental education may
not significantly influence career choice of adolescent students of secondary school. It is

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also recommended that counsellors should work directly with parents and peers most
especially on career choice development of adolescent students. Emphasis must be laid
on the positive areas of peer pressure and parental education, and playing down on the
negative aspect. This may improve the career choice prospects of the future adolescent
students in our secondary schools.
Career development guidance and counselling services needed to be rendered in
secondary schools with strong objective of identifying good potentials of the secondary
schools adolescent students. Government should provide counsellors that would work
directly with parents with aim and objective of helping them to improve and guiding
their adolescents as regards to career choice.

Recommendation
The study recommended that there should be arrangement for the provision of career
services in Nigeria public secondary schools and this should be expanded. Such provision
and expansion should perhaps provide for a separate public secondary schools career
centre and appointment of vice principals to oversee them. It is also necessary for
government to provide more career counsellors who would be more sensitive to the
facilities available for the adolescent student’s career choice development. Appropriate
remedial services should be provided to fill identified gaps in these facilities.

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