Does MBTI Influence Academic Major, Academic Performance, and Career Decision-Making in Chinese First-Year University Students?

In recent years, Chinese Generation Z has shown a strong enthusiasm for the Myers-Briggs Type Indicator (MBTI), often attributing academic or life challenges to their MBTI personality types. This study aims to explore the effects of MBTI on academic major selection, academic performance, and career decision-making among first-year university students in China. Data were collected from 203 freshmen across seven majors at a comprehensive university in Guangdong Province using MBTI personality test scales, peer evaluations, and an open-ended career decision questionnaire. Statistical and correlation analyses were conducted using SPSS 27. The findings revealed that: (1) the Judging/Perceiving dimension is significantly correlated with structured disciplines; (2) Intuitive students tend to perform better academically; and (3) MBTI has a limited impact on career decision-making. These results suggest that while MBTI can offer insights into student preferences, its predictive power is constrained, especially in culturally and societally influenced contexts. Educators should take these factors into account when utilizing MBTI in academic settings and encourage students to explore career paths beyond their perceived personality constraints.