Frontiers in psychiatry · 2026
Association between perceived school climate and employment anxiety among medical undergraduates: the mediating role of intentional self-regulation and the moderating role of perceived employability.
СтатьяНазвание и аннотация: Перевод в очереди
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Sui Nana, Zhang Cheng, Zhou Yanjuan, Liu Shuyu, Guo Botang, Wang Yuchun, Cao Yuan, Cai Peipei, Yan Junhui, Qi Zhanpeng
Аннотация
BACKGROUND: Employment anxiety is an important psychological concern for medical undergraduates during the transition from university to work. This study examined the association between perceived school climate and employment anxiety and evaluated the roles of intentional self-regulation and perceived employability in this association.
METHODS: A cross-sectional survey was conducted among 3,857 undergraduate students from four medical universities in Heilongjiang Province, China, between September and December 2025. Participants completed measures of perceived school climate, intentional self-regulation, perceived employability, employment anxiety, and demographic and academic characteristics. Hierarchical regression, indirect-association analysis, and moderated mediation analysis with 5,000 bootstrap resamples were performed. Multivariable models included university fixed effects and were adjusted for demographic and academic covariates.
RESULTS: A more positive perceived school climate was associated with lower employment anxiety and stronger intentional self-regulation. Intentional self-regulation statistically accounted for part of the association between perceived school climate and employment anxiety. Perceived employability moderated the association between intentional self-regulation and employment anxiety: the negative association, and consequently the conditional indirect association, was stronger among students with lower perceived employability and weaker among those with higher perceived employability. However, the incremental magnitude of the moderation effect was modest.
CONCLUSIONS: Supportive perceived school climate was associated with lower employment anxiety partly through intentional self-regulation, with a modest moderating role of perceived employability. Integrating school-climate improvement, self-regulation training, and targeted career support may strengthen psychological adaptation during the school-to-work transition.
METHODS: A cross-sectional survey was conducted among 3,857 undergraduate students from four medical universities in Heilongjiang Province, China, between September and December 2025. Participants completed measures of perceived school climate, intentional self-regulation, perceived employability, employment anxiety, and demographic and academic characteristics. Hierarchical regression, indirect-association analysis, and moderated mediation analysis with 5,000 bootstrap resamples were performed. Multivariable models included university fixed effects and were adjusted for demographic and academic covariates.
RESULTS: A more positive perceived school climate was associated with lower employment anxiety and stronger intentional self-regulation. Intentional self-regulation statistically accounted for part of the association between perceived school climate and employment anxiety. Perceived employability moderated the association between intentional self-regulation and employment anxiety: the negative association, and consequently the conditional indirect association, was stronger among students with lower perceived employability and weaker among those with higher perceived employability. However, the incremental magnitude of the moderation effect was modest.
CONCLUSIONS: Supportive perceived school climate was associated with lower employment anxiety partly through intentional self-regulation, with a modest moderating role of perceived employability. Integrating school-climate improvement, self-regulation training, and targeted career support may strengthen psychological adaptation during the school-to-work transition.