Self-Concept and Career Maturity Among Undergraduate Students in Federal University Dutse, Jigawa State

The relationship between self-concept and career maturity is central to understanding how undergraduate students navigate career development tasks, particularly in Nigerian university environments where structured career guidance is limited. This study investigated the relationship between self-concept and career maturity among undergraduate students at Federal University Dutse in Jigawa State, North West Nigeria. A descriptive correlational design was used, with 280 students selected through stratified random sampling across five faculties. The Tennessee Self-Concept Scale (TSCS-2) and the Career Maturity Inventory-Revised (CMI-R), both adapted for Nigerian undergraduates, were administered. Data were analysed using Pearson correlation and multiple regression. Findings revealed a significant positive relationship between self-concept and career maturity, indicating that students with stronger self-perceptions were more likely to demonstrate career planning competency, career decisiveness, and career exploration behaviours. Physical and social self-concept dimensions were stronger predictors of career maturity than academic self-concept. Female students demonstrated higher career maturity scores than male counterparts, contrary to hypothesised outcomes. The study concluded that career development services in Federal University Dutse need to incorporate self-concept enhancement strategies. Recommendations included the design of university-wide career education modules and the strengthening of student counselling units to provide structured career guidance throughout the undergraduate experience. Keywords: self-concept, career maturity, undergraduate students, Jigawa State, career development.