How Do Career Expectations Affect the Social Withdrawal Behavior of Graduates Not in Employment, Education, or Training (NEETs)? The Chain Mediating Role of Human Capital and Problem-Solving Ability
In recent years, some college graduates in China have chosen to postpone or avoid employment due to the disparity between their career expectations and the reality of the job market, leading to the emergence of a group of graduates not in employment, education, or training (NEETs). As the number of...
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| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
MDPI AG
2025-04-01
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| Series: | Behavioral Sciences |
| Subjects: | |
| Online Access: | https://www.mdpi.com/2076-328X/15/4/506 |
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| Summary: | In recent years, some college graduates in China have chosen to postpone or avoid employment due to the disparity between their career expectations and the reality of the job market, leading to the emergence of a group of graduates not in employment, education, or training (NEETs). As the number of individuals in this group continues to grow, exploring effective strategies to mitigate such behavior has become increasingly important. Based on self-determination theory, this study conducted an empirical analysis using a multi-wave questionnaire survey with a sample of 226 graduate NEETs in Shanghai, China. The findings indicate that (1) career expectations do not directly reduce social withdrawal behavior; (2) the mere accumulation of human capital is insufficient to decrease social withdrawal—only when knowledge and skills are further transformed into problem-solving ability does an individual’s tendency toward social withdrawal significantly decline; and (3) human capital and problem-solving ability serve as a sequential mediating mechanism between career expectations and social withdrawal behavior. This study expands the research on the formation mechanisms of social withdrawal behavior and elucidates the proactive adaptation pathways in individuals’ career adjustment processes. The findings provide theoretical insights for higher education institutions to shift from traditional knowledge transmission models toward a greater emphasis on problem-solving ability development. |
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| ISSN: | 2076-328X |