The Influence of self-competence and campus support on readiness to enter the workforce
Keywords:
Self-competence, Campus support, Work readiness, Students, Multiple linear regressionAbstract
This study aims to analyze the influence of self-competence and campus support on students' readiness to enter the workforce. In facing global challenges, students are required to have not only academic abilities, but also personal competencies that include skills, attitudes, and the ability to adapt to a dynamic work environment. In addition, campus support in the form of learning facilities, career training programs, and academic guidance are also important factors that influence students' work readiness.
This study uses a quantitative approach with an associative descriptive method. The research population consists of active final-year students at Pamulang University, with a sample size of 104 respondents selected using purposive sampling. Data collection was conducted through the distribution of questionnaires and analyzed using multiple linear regression with the help of SPSS version 25.
The results show that, partially, self-competence (X1) and campus support (X2) have a positive and significant effect on readiness to enter the workforce (Y). Simultaneously, both variables also have a significant effect with a calculated F-value of 268.159 and a significance of 0.000 < 0.05. The Adjusted R Square value of 0.840 indicates that 84.0% of the variation in students' work readiness can be explained by self-competence and campus support, while the remaining 16.0% is explained by other factors outside of these variables.
The results show that self-competence (X1) and campus support (X2) partially have a positive and significant effect on readiness to enter the workforce (Y). Simultaneously, both variables also have a significant effect with an F-value of 268.159 and a significance level of 0.000 < 0.05. The Adjusted R Square value of 0.840 indicates that 84.0% of the variation in students' work readiness can be explained by self- competence and campus support, while the remaining 16.0% is explained by other factors outside the scope of this study.
