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When Artificial Intelligence Reshapes the Labor Market: The Mediating Role of Career Anxiety in Students' Career Readiness Eru Ahmadia; Irfan Mahdi; Muhammad Ebuziyya Alif Ramadhan; Albani Akbar
International Journal of Management Science and Information Technology Vol. 6 No. 2 (2026): July - December 2026
Publisher : Lembaga Komunitas Informasi Teknologi Aceh (KITA), Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35870/ijmsit.v6i2.8425

Abstract

The rapid adoption of artificial intelligence (AI) has transformed labor market structures and skill requirements, raising concerns about its implications for university students' career development. However, limited research has distinguished between different dimensions of AI-driven change and their psychological effects on career readiness. This study aimed to examine the effects of AI-labor market transformation and skill-based technological change on career anxiety and career readiness among university students, as well as the mediating role of career anxiety. A quantitative cross-sectional design was employed involving 300 undergraduate students in Pontianak, Indonesia. Data were collected using a structured questionnaire and analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The findings indicate that AI-labor market transformation has a significant positive effect on career anxiety, whereas skill-based technological change does not significantly influence career anxiety. Career anxiety positively affects career readiness and significantly mediates the relationship between AI-labor market transformation and career readiness. However, it does not mediate the relationship between skill-based technological change and career readiness. These findings suggest that students are more psychologically affected by uncertainty regarding future employment opportunities than by changes in skill requirements. The study contributes to the literature by conceptualizing AI-driven change into two distinct dimensions and demonstrating that they influence career readiness through different psychological pathways. The findings also provide practical implications for higher education institutions in designing career development initiatives that integrate AI literacy with psychological support to better prepare students for an AI-driven labor market.
The Influence of Self-Efficacy and Training on Organizational Commitment of Teachers at SMP Negeri 19 Pontianak Syahrul Syahrul; Irfan Mahdi
Indonesian Interdisciplinary Journal of Sharia Economics (IIJSE) Vol 9 No 2 (2026): Sharia Economics
Publisher : Universitas KH. Abdul Chalim Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31538/iijse.v9i2.11153

Abstract

This study aims to analyze the influence of Self-Efficacy and Training on Organizational Commitment among civil servant teachers at SMP Negeri 19 Pontianak. The research employs an associative quantitative approach using a saturated sampling technique, involving all 39 civil servant teachers as respondents. Data were collected through interviews and questionnaires and analyzed using normality tests, linearity tests, multicollinearity tests, and multiple linear regression. The results show that the residual data are normally distributed, and the relationships between self-efficacy (X₁) and training (X₂) with organizational commitment (Y) are linear. Multicollinearity does not occur between the independent variables. The regression analysis produces the equation Y = 0.350 + 0.826X₁ + 0.128X₂, indicating that both self-efficacy and training have a positive and significant effect on organizational commitment, with self-efficacy showing the stronger influence. The correlation coefficient (R = 0.953) indicates a very strong relationship between the variables. Meanwhile, the coefficient of determination shows that 90.9% of the variance in organizational commitment is explained by self-efficacy and training, while the remaining 9.1% is influenced by other factors not examined in the study. Overall, the findings highlight the importance of strengthening teachers’ confidence in their abilities and improving the quality of training programs to enhance organizational commitment.