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The purpose of this dissertation was to explore how Chinese vocational college students and university undergraduates perceive their employability and experience career- related anxiety. This topic is particularly relevant given the changing employment landscape in China, where the number of graduates has increased each year while job opportunities have become more limited. Both vocational and university students face uncertainties, but they are prepared through different types of education, which may influence their employment confidence and anxiety about the future. A total of 1,605 students participated in this study, consisting of 1,477 vocational college students and 128 university undergraduates. All participants were over the age of 18 and were studying in mainland China. Data were collected through an online survey. The study used the Career Futures Inventory-Revised (CFI-R) questionnaire to measure self-perceived employability, career anxiety, and perceived social support, and it also collected demographic information (gender, year of study, field of study, and internship experience). The analysis involved a multivariate analysis of variance (MANOVA) to examine group differences and demographic effects, followed by regression analyses to test predictive relationships separately for vocational and university students. The results showed that there were no significant overall differences in employability or career anxiety between vocational college students and undergraduates. However, several demographic patterns emerged. Year of study had a small effect: higher-year students reported slightly lower employability and higher anxiety. Internship experience strongly predicted employability, with students who had internship experience reporting greater confidence in their employability, particularly in the university group. Gender also showed a small effect, with men reporting slightly higher levels of career anxiety. In terms of predictive relationships, social support was a strong positive predictor of employability and also helped to reduce career anxiety. Interestingly, the effects differed between groups. Among vocational college students, social support had a stronger role in improving employability, whereas among undergraduates, social support played a slightly bigger role in reducing career anxiety. Employability itself was a negative predictor of career anxiety in both groups, meaning that students who felt more employable were less anxious about their future careers. This effect was stronger for university students. Overall, the results show that although vocational and university students did not differ greatly in their overall levels of employability and career anxiety, the factors shaping these outcomes worked in different ways. For vocational students, social support was more important in boosting employability, while for university students, employability had a stronger role in reducing career anxiety. These findings suggest that strategies should be tailored to each group. Vocational colleges may benefit from strengthening support networks through mentoring and partnerships, while universities could place greater emphasis on internships, practical training, and targeted career counselling. Such approaches can help both groups prepare more confidently for future employment.

This research has several real-world applications and could benefit multiple groups in society. Students may benefit directly by understanding how their employability perceptions relate to career anxiety. The results highlight the importance of internships and social support, which can encourage students to seek more opportunities for practical experience and to build supportive relationships that reduce anxiety. Educational institutions, including both vocational colleges and universities, may use these findings to adapt their teaching and support services. For example, universities that tend to emphasize academic knowledge could integrate more practical training and internship opportunities, while vocational colleges could focus on enhancing students’ self-perceived employability and building their confidence. Both types of institutions could focus on building social support systems, such as mentorship programs, peer networks, or collaboration with parents and employers. Policymakers may also benefit from these findings. Employment policies in China could place more emphasis on bridging the gap between education and the labour market by supporting internships, industry partnerships, and career services. The results also highlight the need to address the public perception of vocational education, which is often undervalued, despite its effectiveness in preparing students for specific jobs. Parents and the wider society could also gain insight from this study. By recognizing the important role of social support, families and communities can contribute to reducing the stress and uncertainty faced by young people entering the job market. In terms of broader impact, this research contributes to cultural and educational understanding. It challenges some stereotypes that vocational students necessarily experience more disadvantages than undergraduates, suggesting instead that both groups face unique challenges shaped by their contexts. It also emphasizes the need for a supportive environment to improve students’ mental health and future career confidence.