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Abstract
Dutifulness, a personality trait characterized by a sense of obligation and responsibility, has been linked to various outcomes, including mental health, relationships, and career development. However, its impact on self-presentation, a critical aspect of identity formation during emerging adulthood, remains under studied. This study investigated the ramifications of dutifulness—a core dimension of conscientiousness—on the self-presentation behaviours of emerging adults in higher learning institutions within Buea Municipality, Cameroon. Specifically, it examined how two subcomponents of dutifulness—commitment to obligations and dependability—predict self-presentation. Guided by an exploratory sequential mixed-methods design, the study involved 610 university students and four institutional guidance counsellors drawn from 15 higher education institutions. Data were collected through questionnaires, focus group discussions, and interviews. The reliability coefficient of the questionnaire was 0.914. Quantitative data were analysed using descriptive statistics and multinomial logistic regression in SPSS Version 27, while qualitative data were thematically analysed using Atlas. ti. Results indicated that 47.3% of participants exhibited strong self-presentation behaviours, whereas 52.7% did not. Additionally, 55.7% demonstrated high commitment to obligations, and 55.0% were rated as dependable. Logistic regression analysis revealed that both commitment to obligations (Nagelkerke R² = 0.532, p < .001) and dependability (Nagelkerke R² = 0.501, p = .002) significantly predicted self-presentation. Qualitative findings further illustrated that dutiful students were perceived as trustworthy, reliable, competent, and socially admired. In contrast, those lacking in dutifulness exhibited poor academic engagement, increased anxiety, and superficial self-presentation strategies. These findings highlight the importance of fostering dutifulness among emerging adults to promote their psychosocial adjustment and academic success. Implications for counselling, personality development programs, and higher education policy are discussed.
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