This study relies upon the social cognitive career theory-model of career self-management to examine how and whether work placement learning might influence students' readiness for school-to-work transition. Also, it examines multiple mediation effects of self-efficacy, outcome expectations and perceived employability, and conditional direct and indirect effects of faculty supervisor support. Using data collected from 291 undergraduate students undertaking work placement learning in 109 industries/firms at three-time points with a two-month time lag, this study tests a theory-driven model of work placement learning, self-efficacy, outcome expectations, perceived employability, faculty supervisor support and readiness for school-to-work transition. The cross-lagged panel analyses revealed a positive link between work placement learning and readiness for school-to-work transition. Self-efficacy, outcome expectations and perceived employability mediated the relationship. It was found that faculty supervisor support moderated the direct and indirect effects of work placement learning on readiness for school-to-work transition via self-efficacy and outcome expectations.

本研究依赖于职业自我管理的社会认知职业理论模型来检验工作安置学习如何以及是否会影响学生从学校到工作过渡的准备程度。此外，它还考察了自我效能、结果预期和感知就业能力的多重中介效应，以及教师主管支持的有条件的直接和间接影响。本研究使用从 109 个行业/公司的 291 名本科生收集的数据，在三个时间点（两个月的时间滞后）进行工作实习学习，测试了一个理论驱动的工作实习学习模型、自我效能感、结果期望、感知就业能力、教师主管的支持和学校到工作过渡的准备情况。交叉滞后小组分析揭示了工作实习学习与学校到工作过渡的准备之间的积极联系。自我效能感、结果期望和感知就业能力在这种关系中起中介作用。结果发现，教师主管的支持通过自我效能和结果预期调节了工作实习学习对学校到工作过渡准备的直接和间接影响。