Transitioning from school to work is a critical developmental stage during which young people clarify their career goals and prepare for labor market entry. Broadly defined, the School-to-Work Transition (STWT) refers to the shift from the student role to the worker role through full-time employment. This period represents a pivotal phase in which young individuals make key decisions regarding education, employment, and career trajectories; although some experience a smooth transition, others face uncertainties and challenges.
The current study examined the applicability of the STWT model proposed by Masdonati and colleagues (2022) in the Turkish context and investigated factors influencing university students' perceived employability. The sample consisted of 389 students (203 female, 181 male, 6 unspecified; M age = 22.12) enrolled in eight faculties at a large public university in Türkiye. Participants completed the Turkish versions of the Economic Constraints Scale, Lifetime Experiences of Marginalization Scale, Career Adapt-Abilities Scale-Short Form, Vocational Identity Measure, and Perceived Employability Scale.
Path analysis conducted in AMOS 24 showed that vocational identity and career adaptability directly and strongly predicted perceived employability. Economic constraints significantly predicted both career adaptability and vocational identity, whereas marginalization predicted only career adaptability. Overall, the model explained 58% of the variance in perceived employability.
These findings support the applicability of the STWT model for Turkish university students and highlight the central role of vocational identity and career adaptability in managing labor market uncertainties. The results contribute to the growing STWT literature and offer practical implications for career counseling interventions in higher education settings.