چكيده لاتين
The aim of this study was to Assess the student employability process model, formulate an intervention model based on the employability process model and examine its effects on career transition, job search behavior and job search self-efficacy. The study consisted of two parts: the first part employed a quantitative-correlational design, while the second part utilized a quantitative quasi-experimental method. In the first part, the Student Employability Process Model was examined by analyzing the relationship between employability competencies and dispositions in predicting perceived employability, with perceived barriers as a moderator. Additionally, the longitudinal relationship between perceived employability and employability competencies and dispositions was assessed over time. The statistical population consisted of undergraduate students at the University of Isfahan during the 2023-2024 academic year. Data were collected through proportional stratified random sampling, with 226 students completing the Career Competencies Questionnaire, Employability dispositions Scale, Perceived Employability Scale, and Perception os Educational and Career Barriers Questionnaire at the first stage and the Career Competencies and Employability dispositions scales at the second stage. In the second part, an intervention was designed based on the Student Employability Process Model, and its content validity and effectiveness were examined in two groups (intervention and control) at three assessment points (pre-test, post-test, and follow-up). A total of 40 participants were randomly assigned to either the intervention or control group, and they completed the Career Transition, Job Search Behavior, and Job Search Self-Efficacy questionnaires before and after the intervention, as well as one month later during the follow-up phase. The findings from the first part indicated that employability competencies and dispositions significantly predicted perceived employability (p < .001), while perceived barriers did not play a moderating role in this relationship. Additionally, the results demonstrated that perceived employability predicted employability competencies and dispositions over time. The findings from the second part confirmed that the intervention had strong content validity. Furthermore, the results of repeated measures ANCOVA indicated that the intervention had a significant effect on career transition (p < .001), job search behavior (p < .001), and job search self-efficacy (p < .001). The follow-up results also showed that the impact of the intervention on career transition, job search behavior, and job search self-efficacy remained stable over time. Overall, the study suggests that enhancing employability requires attention not only to employability competencies but also to employability dispositions. Moreover, the Student Employability Process Model-based intervention can be effectively utilized to improve undergraduate students’ employability.
