The interrelationships between emotional intelligence, achievement motivation and students’ employability: exploring the mediating effect of self-efficacy

Abstract

Purpose: This research examines the mediating effect of self-efficacy among interrelationships of emotional intelligence, achievement motivation and students’ employability in the Chinese higher education institutions. This study was primarily conducted by applying the social cognitive theory to explain the beliefs and abilities of being employed for university students and influenced by their achievement motivation. Design/methodology/approach: A survey approach was employed to collect the samples of 585 final-year college students using the convenience sampling method from 5 different Chinese higher education institutions. The structural equation modeling (SEM) approach was used as the data analysis method. Findings: The result significantly supported the positive effect of emotional intelligence (ß = 0.298, p < 0.001) and achievement motivation (ß = 0.307, p < 0.001) on students’ employability. Furthermore, the results also showed that self-efficacy significantly had a mediating effect between achievement motivation and employability (ß = 0.119, CI95%: 0.062, 0.195) among college students. However, the study confirmed that self-efficacy was not associated with the relationship between emotional intelligence and employability (ß = 0.029, CI95%: −0.003, 0.075). Originality/value: This research clarifies and highlights that psychological variables have highly correlated with the employability outcomes of university students. The findings also hold significant value and practical implications for the governments, colleges, and students that enhancing employability should be through targeted interventions. This study sets the stage for future research exploring potential mediators of motivation and other essential factors that may influence among the existing relationship.