Workforce Transition Readiness Following an Online Career Psychoeducational Intervention: A Pretest–posttest Study

This study investigates the effectiveness of a structured online psychoeducational intervention in enhancing psychological readiness for workforce transition among emerging adults. Psychological readiness in this study is understood as a multidimensional construct that involves career readiness, emotional preparedness, and perceived ability to manage workplace challenges, framed within Social Cognitive Career Theory (SCCT). A quasi-experimental one-group pretest–posttest design was conducted with 79 final-year university students and recent graduates who participated in an online intervention titled “Stay Cool, Stay Long: Understanding the Challenges of Entering the Workforce for the Young Generation.” The program combined psychoeducational materials on career transition, emotional regulation, and workplace stigma awareness. Quantitative data were collected through pre-test and post-test assessments, while qualitative responses were analyzed using thematic analysis. The results showed a significant improvement in psychological readiness following the intervention, t(78) = 5.41, p < .001, with a medium-to-large effect size (Cohen’s d = 0.72). Qualitative findings supported this outcome, indicating improvements in participants’ understanding of workplace expectations, emotional preparedness in dealing with career uncertainty, and confidence in career decision-making. Overall, the findings suggest that brief, digitally delivered psychoeducational interventions can meaningfully enhance psychological readiness for workforce transition. The study contributes to the literature by integrating cognitive, emotional, and social dimensions of career development within an SCCT-based intervention framework, particularly among Generation Z entering the workforce.