Open Access

ARTICLE

Psychological capital effects on employability among tertiary students are mediated by career values and learning engagement

Yunbo Shen, Jie Wu, Xianglian Yu^*

School of Education, Department of Psychology, Jianghan University, Wuhan, 430056, China

* Corresponding Author: Xianglian Yu. Email:

Journal of Psychology in Africa 2025, 35(5), 565-573. https://doi.org/10.32604/jpa.2025.067055

Received 24 April 2025; Accepted 03 September 2025; Issue published 24 October 2025

Abstract

This study investigated the mediating roles of career values and learning engagement in the relationship between psychological capital and employability among university students. Data were collected from 5434 students across three Chinese universities (male = 1930; female = 3504; M = 23.84 years, SD = 2.55). Regression analyses indicated that psychological capital significantly predicted higher employability. Both career values and learning engagement independently and jointly mediated this relationship, thereby strengthening the overall effect. Psychological capital not only directly enhanced students’ employability but also exerted indirect effects through career values and learning engagement. These findings align with Resource-Based Theory, which conceptualizes psychological capital as a core internal resource that fosters employability through value-driven motivation and academic engagement. The results contribute to a deeper understanding of the psychological mechanisms underpinning employability among university students. Practically, the study highlights the importance of integrating psychological resource development, career values clarification, and learning engagement enhancement into higher education programs to better support students’ career readiness. Promoting constructive career values—such as professional growth, social contribution, and alignment with personal goals—may facilitate more adaptive career decisions and strengthen employability.

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Keywords

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