The Impact of Perceived Social Support on Career Management Competencies among Applied University Students in China
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Abstract
As the pace of industrial upgrading accelerates and youth employment pressures intensify, enhancing career management competence among students in higher vocational education institutions (HVEIs) has become critical for their career adaptability and sustainable development. While existing research has predominantly focused on external supply factors, such as educational resources and policy support, the intrinsic psychological drivers and extrinsic social environmental factors influencing career management competence remain underexplored. Bridging this gap, this study investigates the extent to which self-efficacy and perceived social support (from family, school, and peers) predict and shape HVEI's career management competence. Grounded in Social Cognitive Theory and Social Support Theory, data were collected from 609 HVEI students across multiple provinces in China via questionnaire surveys. They were analyzed using Partial Least Squares Structural Equation Modelling (PLS-SEM). Results indicate that perceived social support exerts a significant positive effect on career management competence among students at higher vocational education institutions. The findings provide practical insights for designing psychologically empowering and socially supportive interventions that aim to cultivate robust vocational planning capabilities within the context of higher vocational education.
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