Parental career expectations and university students' employment anxiety: The mediating role of psychological capital and the moderating role of university autonomy support

OBJECTIVES: University students often experience high employment anxiety, which may be associated with parental career expectations. However, few studies have explored the psychological mechanisms behind this connection, especially the roles of psychological capital and university autonomy support. Based on self-determination theory, this study examines whether parental career expectations are related to students' employment anxiety through psychological capital and explores the moderating role of university autonomy support. METHODS: This study surveyed 718 university students in China using a questionnaire. Standardized scales measured parental career expectations, psychological capital, university autonomy support, and employment anxiety. Data analysis was performed using Smart PLS software to test a structural equation model. RESULTS: Parental career expectations were positively correlated with employment anxiety (β = 0.220, t = 5.293, p < 0.001). Psychological capital significantly mediated this relationship (β = 0.372, t = 14.655, p < 0.001). University autonomy support also moderated the relationship (β = -0.047, t = 2.643, p = 0.008), with a stronger link between parental career expectations and employment anxiety when autonomy support was low. CONCLUSION: This study examines how parental career expectations are related to university students' employment anxiety, highlighting the roles of psychological capital and university autonomy support. The findings provide practical insights for career guidance and mental health interventions in higher education. To reduce employment anxiety, universities should focus on boosting students' psychological capital and enhancing autonomy support.