The Influence of Emotional Competencies on University Students' Perceived Employability: The Moderating Role of University Commitment

Abstract

The objective of this study was to examine the impact of emotional competencies among university students on their perception of employability while also exploring the potential moderating role of university commitment in this relationship. In order to achieve the objective of the study, quantitative data was gathered from a sample of 214 students enrolled in various universities in Saudi Arabia during the previous semester. The data that was gathered was subjected to regression analysis and processed using the Hayes macro in SPSS. of the analysis indicate that, with the exception of self-awareness and empathy, all of the emotional competencies developed during one's time in university, such as self-regulation, motivation, leadership, social skills, and cooperative learning, are significantly and positively correlated with perceived employability. Additionally, the relationship between self-awareness and perceived employability, self-regulation and perceived employability, leadership and perceived employability, social skills and perceived employability, and collaborative learning and perceived employability was found to be positively influenced by university commitment. The current investigation provided a thorough examination of the intricate relationship between emotional competencies, commitment to university, and perceived success in employment. Through an in-depth exploration of these complex dynamics, this study has contributed to a nuanced comprehension of the interconnections among these variables. The results of this study ultimately make a valuable contribution to the advancement of targeted interventions and strategies that can be utilised to improve outcomes in the domain of employment.