Factors influencing students’ self-perceived employability: The mediating roles of academic self-efficacy and online self-regulated learning
This study examines how digitally mediated learning conditions shape students’ self-perceived employability (SPE) by focusing on two explanatory learning resources: academic self-efficacy (ASE) and online self-regulated learning (OSRL). Drawing on social cognitive theory and social cognitive career theory, this study proposes that digital learning design quality (DLQ), assessment transparency (AT), and perceived challenge-based learning (PCBL) contribute to students’ perceived career readiness by strengthening their academic confidence and self-regulatory ability. A two-stage research design was employed. In the qualitative stage, group discussions with lecturers and interviews with students were conducted to refine the measurement scales and ensure contextual appropriateness. In the quantitative stage, survey data were collected from 335 third- and fourth-year university students in Ho Chi Minh City, Vietnam, who had recently completed at least one online or blended course. The proposed model was tested using partial least squares structural equation modeling (PLS-SEM). The results indicate that DLQ, AT, and PCBL are positively associated with ASE and OSRL. AT is the strongest predictor of both ASE and OSRL, whereas compared with DLQ, PCBL is more strongly directly associated with SPE. In addition, both the ASE and OSRL positively predict the SPE, with the effect of the ASE being greater. The model explains a substantial proportion of the variance in SPE, highlighting the importance of psycho-behavioral learning resources in the translation of digital learning experiences into perceived career readiness. This study contributes to the literature by linking digital learning environment factors with employability perceptions through internal learning resources, while also offering practical implications for improving online and blended course design in higher education.