particularly the Conscientiousness domain, as this domain is often associated with
academic and occupational achievement (Costa & McCrae, 1992).
The primary assumption of the second hypothesis was that the personality of
seminary counselor education students as measured by the MMPI-2 and the NEO PI-R
would be significantly correlated with satisfaction in the profession. In this study it was
assumed that satisfaction in the counseling profession consisted of: attainment of a
counseling license (as appropriate), participation in the counseling profession, and
enjoyment and gratification in the counseling profession. The testing of this hypothesis
consisted of four steps. After Bonferroni adjustments were taken into consideration, this
hypothesis was partially supported. This may suggest that personality does influence
satisfaction in the profession, especially as it relates to gratification.
The first step in testing this second hypothesis related to the attainment of a
counseling license. There was no statistically significant correlation (after Bonferroni
adjustments were taken into consideration) with the attainment of a counseling license
and the MMPI-2 and NEO PI-R scores, but there was a noteworthy trend for a positive
correlation with scale 1 (Hs) and a noteworthy trend for a negative correlation with the L
scale of the MMPI-2. A person scoring higher score on scale 1 (Hs) may have a
determination to achieve licensure and a person scoring higher on the L scale may delay,
due to a fear of failure, from taking the licensure exam. Also, the depth of reflection and
accountability that is required in the internship phase of the educational process may be a
factor in a graduate’s decision to enter the profession.