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Although artificial intelligence (AI) is transforming work, little is known about how college students psychologically prepare for AI-induced career uncertainty. Existing research has emphasized digital skills and self-efficacy, while overlooking cognitive risk perceptions and adaptive psychological resources. To address this gap, this study examines how AI risk perception and growth mindset shape career readiness, with career adaptability as a mediator and perceived social support as a moderator. Grounded in Social Cognitive Career Theory, this study tested a moderated mediation model using cross-sectional survey data from undergraduates. PLS-SEM showed that AI risk perception negatively predicted career adaptability and career readiness, whereas growth mindset positively predicted both outcomes. Career adaptability significantly mediated these relationships. Perceived social support moderated only the adaptability–career readiness pathway: the positive association between adaptability and career readiness was weaker among students with higher social support, highlighting a compensatory rather than synergistic role of social support. This research advances understanding of career development in the AI era by integrating cognitive vulnerability, represented by risk perception, and cognitive resource, represented by growth mindset, into a single framework. It also offers practical implications for designing career education and support systems that enhance students’ preparedness for AI-driven labor markets.
Wang et al. (Fri,) studied this question.
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