Bridging university and family support: a moderated mediation model of career adapting responses

Purpose Drawing on career construction theory (CCT) and sustainable career ecosystem theory (SCET), this study examines when and under what relational conditions university support translates into students' career adapting responses. We propose a moderated mediation model in which perceived university support (PUS) influences career adapting responses (CAR; crystallization [CR], exploration [EX], decision-making [DE] and preparation [PR]) through career adaptability (CA), with this indirect effect conditioned by perceived parental support (PPS). Design/methodology/approach Survey data were collected from 390 university students using a two-wave time-lagged design and multi-stage sampling. Structural equation modeling was used to test the proposed model. Findings PUS was positively related to CA and directly promoted EX, DE and PR, while its effect on CR was fully mediated by CA. PPS moderated the PUS–CA relationship, and moderated mediation analyses showed that the indirect effects of PUS on CR, EX, DE and PR through CA were stronger when PPS was higher. Research limitations/implications The time-lagged design limits causal inference, and the Chinese sample may constrain generalizability. Practical implications Universities can foster students' CA and sustainable school-to-work transitions by strengthening institutional support and aligning career development initiatives with family contexts. Originality/value This study extends career development research by showing how institutional and familial resource alignment shapes CA and CAR. Integrating CCT with SCET, it conceptualizes CA as an ecosystem-dependent capacity and offers insights into sustainable career development.