IJIET 2026 Vol.16(2): 345-354
doi: 10.18178/ijiet.2026.16.2.2507
doi: 10.18178/ijiet.2026.16.2.2507
Psychological Capital as a Mediator Between Social Support and Perceived Employability in Technology-Enhanced Higher Education: Empirical Evidence from Chinese Graduates
Jiuyan Zhou*, Tan Fee Yean, and Edora Ismail
School of Business Management, College of Business, Universiti Utara Malaysia, 06100, Sintok, Kedah, Malaysia
Email: zhou_jiuyan@cob.uum.edu.my (J.Z.); feeyean@uum.edu.my (T.F.Y.); edora@uum.edu.my (E.I.)
*Corresponding author
Email: zhou_jiuyan@cob.uum.edu.my (J.Z.); feeyean@uum.edu.my (T.F.Y.); edora@uum.edu.my (E.I.)
*Corresponding author
Manuscript received August 11, 2025; revised September 1, 2025; accepted September 24, 2025; published February 5, 2026
Abstract—As mobile learning and AI technologies become increasingly integrated into higher education, this study explores how digitally mediated social support shapes university graduates’ perceived employability through Psychological Capital (PsyCap). Drawing on Social Cognitive Career Theory (SCCT) and Social Presence Theory (SPT), the study conceptualizes digitally interactive environments—including mentorship apps, AI-powered career tools, and online peer communities—as technology-enabled career support systems that deliver career-relevant social support. Data were collected from 486 final-year undergraduates in Chengdu, Sichuan. A stratified purposive sampling strategy was employed, and responses were collected using an online questionnaire distributed through Wenjuanxing. The dataset was analyzed with Partial Least Squares-Structural Equation Modeling (PLS-SEM). Findings indicated that social support from family, friends, and significant others positively affected perceived employability, with psychological capital functioning as a significant mediator. Among the three sources, support from significant others demonstrated the strongest total effect, thereby highlighting the differentiated roles of social support in digitally interactive settings. This study contributes by integrating SCCT with SPT to explain how social support enhances perceived employability through psychological capital in technology-enhanced higher education. The findings propose a technology-informed framework for promoting graduates’ perceived employability and provide practical implications for designing digitally responsive support systems that foster psychological resources and strengthen digital talent development in higher education.
Keywords—digital talent development, educational technology, mobile learning, online career support systems, perceived employability, psychological capital, social cognitive career theory, social presence theory, social support
Copyright © 2026 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).
Keywords—digital talent development, educational technology, mobile learning, online career support systems, perceived employability, psychological capital, social cognitive career theory, social presence theory, social support
Cite: Jiuyan Zhou, Tan Fee Yean, and Edora Ismail, "Psychological Capital as a Mediator Between Social Support and Perceived Employability in Technology-Enhanced Higher Education: Empirical Evidence from Chinese Graduates," International Journal of Information and Education Technology, vol. 16, no. 2, pp. 345-354, 2026.
Copyright © 2026 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).