Self-Efficacy and Work Readiness: Mediating Role of Perceived Social Support among Indonesian University Students

Allya Roosallyn Assyofa; M. Arif Rahmadha Darma Putra KM; Alya Noorfadhilah; Aditia Wirayudha

doi:10.61255/jeemba.v4i5.1670

Authors

Allya Roosallyn Assyofa Universitas Islam Bandung, Indonesia
M. Arif Rahmadha Darma Putra KM Universitas Islam Bandung, Indonesia
Alya Noorfadhilah Universitas Islam Bandung, Indonesia
Aditia Wirayudha Universitas Islam Bandung, Indonesia

DOI:

https://doi.org/10.61255/jeemba.v4i5.1670

Keywords:

Social Support, Self-Efficacy, Work Readiness, Human Capital Development, University Students

Abstract

Purpose – This study examines the structural relationship between general self-efficacy, perceived social support, and work readiness among university students. Drawing on the agentic perspective of Social Cognitive Theory (SCT), it positions self-efficacy as a key cognitive factor influencing environmental appraisal and workforce readiness.

Design/methodology/approach – A quantitative cross-sectional survey was conducted among 217 final-year university students in Indonesia. The constructs were measured using established reflective scales, and the data were analyzed using Partial Least Squares Structural Equation Modelling (PLS-SEM).

Findings – Self-efficacy significantly predicts perceived social support (β = 0.761, p < 0.001) and work readiness (β = 0.664, p < 0.001). However, perceived social support does not significantly affect work readiness (β = 0.092, p = 0.455) and does not mediate the relationship between self-efficacy and work readiness (β = 0.070, p = 0.463). The findings therefore support a direct-only relationship in which internal psychological agency plays a more decisive role in workforce readiness.

Originality/Value – This study extends SCT-based employability research by challenging the assumption that external social support is a primary determinant of career readiness. The findings highlight self-efficacy as a critical psychological resource and suggest that higher education and employers should prioritize experiential learning and mastery-building activities to strengthen students’ workforce readiness.

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