SELF-COMPASSION AND SOCIAL SUPPORT AS KEYS FOR STUDENTS TO WORK READINESS

Abstract

In an increasingly competitive job market, graduates are expected to be not only knowledgeable but also emotionally and socially prepared to enter the workforce. This study investigates the role of self-compassion and social support as key psychological factors influencing students’ work readiness. Using a quantitative descriptive approach, data were collected through questionnaires distributed to 103 fifth-semester students at Pamulang University. The data were analyzed using multiple linear regression with SPSS to examine both individual and combined effects of the variables. The results indicate that self-compassion and social support have a positive and significant effect on work readiness (Sig. < 0.05), with social support showing a stronger influence (β = 0.474) than self-compassion (β = 0.292). Students who receive consistent emotional and practical support from their families, peers, and lecturers tend to show higher confidence, motivation, and adaptability. Meanwhile, students with strong self-compassion demonstrate better emotional balance and resilience when facing academic or professional challenges. Together, these factors provide a psychological foundation that enhances readiness for the professional world. The study concludes that fostering emotional well-being and strengthening social connections within higher education environments can significantly improve students’ preparedness for future careers. This highlights the need for universities to integrate mentorship, counseling, and peer-support programs as part of holistic career development strategies.