<![CDATA[Purpose – This study examines the structural relationship between general self-efficacy, perceived social support, and work readiness among university students. Drawing on the agentic perspective of Social Cognitive Theory (SCT), it positions self-efficacy as a key cognitive factor influencing environmental appraisal and workforce readiness. Design/methodology/approach – A quantitative cross-sectional survey was conducted among 217 final-year university students in Indonesia. The constructs were measured using established reflective scales, and the data were analyzed using Partial Least Squares Structural Equation Modelling (PLS-SEM). Findings – Self-efficacy significantly predicts perceived social support (β = 0.761, p < 0.001) and work readiness (β = 0.664, p < 0.001). However, perceived social support does not significantly affect work readiness (β = 0.092, p = 0.455) and does not mediate the relationship between self-efficacy and work readiness (β = 0.070, p = 0.463). The findings therefore support a direct-only relationship in which internal psychological agency plays a more decisive role in workforce readiness. Originality/Value – This study extends SCT-based employability research by challenging the assumption that external social support is a primary determinant of career readiness. The findings highlight self-efficacy as a critical psychological resource and suggest that higher education and employers should prioritize experiential learning and mastery-building activities to strengthen students’ workforce readiness.]]>
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