Final-year university students’ perceived future employability plays a critical role in facilitating the school-to-work transition. While employability enhancement initiatives have traditionally emphasized curriculum-based knowledge and skill development, emerging lines of scholarship underscore the complementary role of psychological resource development. This study aimed at examining the feasibility, acceptability, and preliminary efficacy of a Psychological Capital Intervention (PCI), delivered through an experiential-based career development workshop tailored for university students, in enhancing their perceived future employability. A randomized controlled pretest–posttest design was conducted with 90 final-year university students assigned to either a PCI treatment or treatment-as-usual control group. Baseline data were collected 2 weeks before the intervention and posttest data immediately after, with quantitative measures supplemented by post-intervention qualitative feedback. Results indicated that the experiential-based PCI was highly feasible, with no participant attrition, and was well accepted by participants. Importantly, students in the PCI treatment group reported higher psychological capital and perceived future employability at posttest compared with the control group. Supplementary post-intervention qualitative evaluation further highlighted self-reflection, goal setting and future planning, strength identification, and obstacle navigation as the most beneficial intervention components. These findings provide preliminary evidence supporting experiential-based PCI as a complementary career development activity for facilitating the school-to-work transition.
Ferolino et al. (Wed,) studied this question.
Synapse has enriched 5 closely related papers on similar clinical questions. Consider them for comparative context: