School satisfaction, socioeconomic status, and life satisfaction: testing the mediating role of perceived future employability and the moderating role of gender

This study examines the mediating role of perceived future employability and the moderating role of gender in the relationship between school satisfaction, socioeconomic status, and life satisfaction. Drawing on both psychological perspectives and Pierre Bourdieu’s theory of capital and habitus, perceived future employability is conceptualized as a socially embedded construct linking structural conditions to individual well-being. A total of 2,400 university students (mean age = 20.89 ± 2.32; 1,648 females) participated in the study, which was conducted via online platforms and used a correlational research design. The findings indicated that school satisfaction was positively associated with both perceived future employability and life satisfaction, whereas socioeconomic status was negatively associated with perceived future employability but positively associated with life satisfaction. Perceived future employability was positively associated with life satisfaction and had a mediating role in the relationships of school satisfaction and socioeconomic status with life satisfaction (school satisfaction: γ = 0.039, 95% CI [0.023, 0.056]; socioeconomic status: γ = −0.015, 95% CI [−0.028, −0.006]). In addition, gender was found to moderate the relationships between school satisfaction, socioeconomic status, and perceived future employability. Moderation results indicated that as school satisfaction increased, perceived future employability increased more strongly among females than males, whereas as socioeconomic status increased, perceived future employability decreased more among females than males. The results offer important implications for educational institutions and policymakers seeking to increase students’ overall life satisfaction and future career opportunities. Promoting supportive educational environments and addressing socioeconomic and gender-based inequalities in education and employment can help institutions positively influence students’ satisfaction and perceptions of future employment opportunities.