THE RELATIONSHIP OF PSYCHOLOGICAL WELL-BEING AND EMPLOYMENT READINESS OF 4TH YEAR STUDENTS: A BASIS FOR INTERVENTION PROGRAM

Abstract

The transition from academic to professional life can be challenging for students, and their level of psychological well-being plays a significant role in determining their readiness for employment. Assessing psychological well-being is, therefore, a crucial factor in supporting students' success in their future careers. This study aims to examine the relationship between psychological well-being and employment readiness, taking into account demographic variables such as age and sex. This study employed a quantitative correlational research design, utilizing simple random sampling and Slovin’s formula to ensure an unbiased selection and determine the appropriate sample size. Psychological well-being was measured using Ryff's Psychological Well-Being Scale, while employment readiness was assessed through researcher-made questionnaires. A total of 208 respondents were surveyed to evaluate their levels of psychological well-being and readiness for employment. The results revealed a very strong positive relationship between psychological well-being and employment readiness, with a Pearson’s correlation coefficient of r = 0.92 and a p-value of 0.00, which is below the 0.05 level of significance. This confirms that the relationship is statistically significant, leading to the rejection of the null hypothesis. Further analysis showed that respondents exhibited challenges in several areas: they struggled with independence and environmental adaptation, lacked personal growth and meaningful relationships, felt a lack of purpose in life, and expressed dissatisfaction with themselves. In terms of employment readiness, respondents demonstrated low confidence in their knowledge and encountered difficulties in interpersonal communication, problem-solving, and decision-making skills. The study indicates that respondents exhibit low levels of both psychological well-being and employment readiness. Based on these findings, the researchers recommend the implementation of a targeted program aimed at enhancing both areas. This proposed workshop would support students in improving key dimensions of psychological well-being—such as autonomy, environmental mastery, purpose in life, positive relationships, personal growth, and self-acceptance—which are essential for employment readiness. By strengthening their psychological well-being, students will be better equipped to handle employment-related challenges, communicate effectively, and maintain motivation, thereby increasing their chances of career success. The development and implementation of the program should involve collaboration with psychologists, psychometricians, the guidance office, and the psychology department.