Role of Perceived Social Support in the University to Work Transition in Health Graduates

Aims: This study aimed to examine the relationship between perceived social support and the university-to-work transition among graduates of the School of Health. Instrument & Methods: This descriptive-analytical cross-sectional study was conducted on ۲۲۷ graduates of the School of Public Health, Qazvin University of Medical Sciences, in the fields of public health, environmental health engineering, occupational health engineering, and health services management over three consecutive years (۲۰۲۳-۲۰۲۵). Data were collected via an online questionnaire developed using the Porsline platform, including demographic and educational parameters, the Multi-Dimensional Scale of Perceived Social Support, and University-To-Work Transition Scale. Analyses were performed using independent t-tests, Pearson correlation coefficients, ANOVA, and multivariate regression in SPSS version ۲۵. Findings: The mean age of the students was ۲۲.۸۹±۱.۰۴ years; ۷۵.۴% were female, ۲۴.۶% were male, and ۴۵.۶% were relatively satisfied with their field of study. Pearson correlation analysis revealed significant positive associations between university-to-work transition and the four transition competencies—concern (r=۰.۷۷, p=۰.۰۰۰۱), curiosity (r=۰.۸۰, p=۰.۰۰۰۱), confidence (r=۰.۷۴, p=۰.۰۰۰۱), and control (r=۰.۷۵, p=۰.۰۰۰۱)—as well as perceived social support from significant others (r=۰.۱۳, p=۰.۰۳۷). Multiple regression indicated that field of study, satisfaction with the field, family financial status, and perceived support from significant others accounted for ۱۵% of the variance in university-to-work transition. Conclusion: Strengthening transition competencies and social support, along with field alignment and finances, can improve graduates’ readiness for the university-to-work transition and their employment outcomes.

کلیدواژه ها:

Student ، Social support ، Education ، Health ، self-efficacy