Readiness Skills Research Articles

Research issues in the psychological preparation of adolescent gymnasts: A literature review

In the article, the researcher conducted on the psychological preparation of adolescent gymnasts is analysed and systematised. Additionally, the factors that play an important role in the psychological preparation of gymnasts are discussed and psychologically interpreted. In the article, the author emphasises the importance of the individual psychological characteristics of gymnasts in preparing them for the competition. Furthermore, it is noted that the gymnast-coach relationship and their interactions with peers have a significant impact on the psychological preparation of gymnasts. This, in turn, leads to a change in the psychological climate of a team. According to literature, psychological preparation, or psychological skills training as it is also called, constitutes part of the whole process followed by an athlete during their athletic preparation. Weinberg & Williams suggest the best time to implement such a program is off-season or preseason. Psychological preparation nowadays constitutes an integral part of any sports programme aimed at preparing athletes for the achievement of high performance. Indeed, the importance of psychological skills training in developing athletic performance is widely acknowledged, and the number of athletes implementing psychological training strategies is increasing. Success in the psychological preparation of athletes can be achieved by having the right influence on their psyche. It is impossible to train athletes successfully without considering the psychology of the individual and the team. This is especially important in the field of gymnastics

Redefining Academic Safe Space for Responsible Management Education

AbstractIn a time of increasing polarization, how can we address sensitive topics and ensure that university classrooms remain places of healthy discussions and ethical deliberations? This paper addresses this important question by drawing on unique qualitative data from our students’ accounts of their experience in an organizational ethics course. We developed the course using a novel pedagogical strategy centered around the creation of an artistic portfolio. We find that student engagement in an alternative individual space, such as the artistic portfolio, supports them in developing (inter)personal skills in preparation for constructive participation in sensitive discussions and ethical deliberation in the classroom. Additionally, engagement with the artistic portfolio provides them with an alternative means for alleviating tension that arises from these discussions and a space for expressing their opinions. Our findings highlight the role of the portfolio as an individual safe haven that supports teachers in facilitating a positive classroom atmosphere and guides students through challenging discussions and deliberations intrinsic to responsible management education. Considering these new insights, we advocate for a shift from a collective to an individual perspective on safety in academia. This transition liberates the classroom from the constraints and limitations often associated with the establishment of collective safe spaces.

Shared voices from the classroom: Reflections on hybrid project-based learning in an academic writing course

Hybrid project-based learning effectively develops academic writing skills in preparation for a gradual return to face-to-face instruction after a two-year pandemic triggered by Coronavirus Disease 2019 (COVID-19). Since this hybrid project-based learning initiative is a pioneering effort, it is essential to reflect on the program's successes and identify areas for improvement. This case study aims to explore the lecturers' and students' reflections on using hybrid project-based learning in academic writing courses. In-depth interviews and end-of-semester reflection were utilized to obtain data. Thematic analysis was conducted using the qualitative data analysis (QDA) miner lite software for data reduction. the findings revealed three prominent themes that emerged in this lecturers’ reflections: i) integrating varied learning modalities; ii) fostering critical thinking and involvement; and iii) improving competencies, as they were also crucial to boosting professional development. Meanwhile, students portray hybrid project-based learning as challenging and rewarding and fosters a sense of value and acceptability among students. This research has transformative implications for curriculum development and instructional practices in higher education, especially academic writing.

Parental involvement and Chinese children’s cognitive and social-emotional school readiness: Differential effects across family socioeconomic status

Children’s school readiness skills are strong predictors of their academic achievement in later schooling. This study examined the relationship between multiple types of parental involvement (i.e. home-based involvement, school-based involvement and home-school conferencing) and Chinese children’s cognitive and social-emotional school readiness as well as the moderating role of family socioeconomic status (SES) in these associations. A total of 311 parents (Mage = 35.50 years, SD = 3.60) and their five to six years old children (Mage = 5.53 years, SD = .50), from four kindergartens in Shanghai, China participated in this study. Results indicated that Chinese parental involvement had a stronger relationship with children’s cognitive readiness than social-emotional readiness. Home-based involvement was more related to children’s cognitive and social-emotional school readiness than school-based involvement and home-school conferencing. Family SES moderated the relationship between home-based involvement and home-school conferencing and children’s cognitive and social-emotional school readiness. Home-based involvement was more strongly related to low-SES children’s cognitive and social-emotional readiness and home-school conferencing was more strongly related to low-SES children’s cognitive readiness compared with their high-SES peers. Implications for research, practice and policy are discussed.

PERCEPTIONS OF STUDENT SOFT SKILLS AND SELF EFFICACY ON PERCEPTIONS OF STUDENT WORK READINESS IN SURABAYA

This research aims to determine and test the influence of Soft Skills and Self Efficacy on Work Readiness and Self Efficacy as mediating variables. This research was conducted on students who are currently taking their final semester and students in Surabaya. This research was raised because undergraduate graduates have increased from year to year, but due to the high demands that must be met to obtain a job and the limited competencies they possess, graduates are not immediately ready to face the world of work. The sample in this study was taken using the Non Probability Sampling method using a saturated sample technique of 130 respondents. The analytical method used is Structural Equation Model (SEM) and uses Partial Least Square (PLS) to test the strength of direct and indirect relationships between various variables. The results of this research prove that soft skills have no effect on work readiness, self-efficacy has a significant effect on work readiness and soft skills have a significant effect on work readiness through self-efficacy.

Sustainability

Business schools worldwide are integrating sustainability into their curricula, yet a gap persists in understanding students' perspectives on these courses' effectiveness in preparing for sustainability challenges. This study investigates undergraduate students' perceptions of essential sustainability skills and knowledge they learn in a business school. Through three focus group interviews with 15 undergraduates, four themes emerged: mindsets, skills, learning approaches, and global perspectives. Students expect sustainability education to enhance comprehension, workforce readiness, and life skills, emphasising technical and global competencies. They advocate for more engaging, integrated online and face-to-face learning approaches to better prepare for sustainability careers.

The balance of evidence on 100% juice & health: A systematic umbrella review of meta-analyses

Fruit and vegetable intakes are major modifiable determinants of risk for non-communicable disease(1), yet intake levels remain low(2) and multiple barriers (cost, access, perishability, preparation skills) exist(3,4). 100% fruit and vegetable juices contain key micronutrients and bioactive compounds (5–7) and may help circumvent these barriers to consumption(6,7). However, their role in dietary guidelines and models of healthy eating remains controversial due to their free sugars and reduced dietary fibre content, relative to whole fruits and vegetables(6,7). Therefore, we conducted a systematic umbrella review of systematic literature reviews (SLRs) with meta-analyses assessing the relationships between 100% juice consumption and human health outcomes. Four databases (Medline, Cochrane Library, EMBASE, and CINAHL) were systematically searched for SLRs with meta-analyses of human prospective cohort, case-control, and intervention studies examining the relationship between 100% juice and any health outcome through to 20th October 2022. Screening (Covidence), quality (GRADE)(8), risk of bias (ROBIS)(9) and content overlap (corrected covered area(10)) tools were applied, and extracted data were narratively synthesised. The protocol was pre-registered (PROSPERO) and conducted according to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) checklists. 15 SLRs on 100% fruit juice including 51 primary meta-analyses, 6 dose-response analyses, and 87 sub-analyses were eligible for inclusion. No eligible studies on vegetable juice were found. Included studies represented data from almost 2 million subjects with a range of doses (50-1200mL/day) and timeframes (hours to years). Significant improvements in health outcomes were found in 19.6% of included meta-analyses (blood pressure, flow-mediated dilation, IL-6, c-reactive protein, and stroke mortality), and increased disease risks were found in 5.9% of included meta-analyses (CVD mortality, prostate cancer, and type II diabetes). The remainder (74.5%) found no significant difference (blood lipids, weight, liver function, metabolic markers, colorectal and breast cancers, and multiple inflammatory markers). The ROBIS quality assessment rated nine SLRs as low risk of bias, three as unclear and three as high. Using GRADE, confidence in the body of evidence ranged from very low (27 primary and 79 secondary meta-analyses) to low (19 primary and 13 secondary meta-analyses), and medium (4 primary and one secondary meta-analyses.) Findings show 100% juice consumption has limited risks of harm and some potential benefits, over a broad range of doses, including some that are relatively high, and time periods. The positive associations between 100% juice consumption and specific health outcomes relevant to population health may be explained by multiple mechanisms, including the vitamin, mineral, and bioactive contents. The balance of evidence suggests that 100% may have a neutral or beneficial place in general, population-level dietary guidelines.

Nutrition students’ employability skills: need for a graduate employability framework

For a qualified nutritionist to obtain registration with the Nutrition Society of Australia they must first demonstrate that they meet a set of competencies relating to required nutrition knowledge and skills(1). However, theoretical knowledge and a technical skillset may not be enough to actively contribute to the workforce as a new graduate(2). Employers have previously expressed a desire for nutrition graduates to also develop employability skills in undergraduate studies to be better prepared for the workforce(3). Universities across Australia appear to have heterogeneous approaches to building nutrition students employability skills. To better understand student workforce readiness and employability skills, the research team undertook a mixed-methods study. A validated work-ready tool was used to survey undergraduate nutrition students self-perception of work readiness (n = 88) and semi-structed interviews of students pre/post nutrition industry placements (n = 18) were conducted to assess factors impacting student understanding and development of work readiness. Preliminary data from the survey showed higher levels of perceived ability related to higher age in, written communication (P<0.05), decision making (P<0.05), working unsupervised (P<0.05) and managing challenges (P<0.05). Lower age showed lower perceived ability in understanding how to apply skills (P<0.001). Lower levels of work experience showed lower perceived ability to work in a team (P<0.01), collaborate (P<0.01), work under pressure (P<0.05), and identify problems (P<0.01). Thematic analysis from interviews revealed themes related to improved confidence following a placement experience, communicating to stakeholders, the importance of translation skills, the benefits of networking and self-efficacy. The results suggest there are numerous identified gaps and significant room for improvement. To have a systematic approach to skill development, universities training nutrition students should consider developing a framework that builds understanding and scaffolds skill development across year levels. An employability framework has the potential to increase students employability skills and knowledge, enhance student confidence and increase graduate employment.

Do you feel prepared? EFL learners’ readiness for online learning and self-directed learning ability

In recent years, the widespread use of online learning environments and tools, especially with the outbreak of the COVID-19 pandemic, has brought students’ readiness for online learning and their ability to manage their own learning processes to the fore. This study aims to investigate the online learning readiness (OLR) and self-directed learning skills of English language learners at a state university in Turkey. For this purpose, a cross-sectional, descriptive study methodology was employed. The study group consisted of 202 randomly selected first-year volunteer students. An information form and two scales were used to collect data. Additionally, the effects of some demographic factors on EFL students’ OLR and self-directed learning skills were also investigated. The results of the study revealed that university students have a moderate level of self-directed learning and readiness to learn in the online environment. As another result of the study, it was determined that various independent variables had an impact on the participants’ OLR levels. In parallel with the findings of the study, some pedagogical strategies were discussed and suggested.

The Military-Civilian Partnership Quality Improvement Program Concept: A Process to Improve Data Collection and Outcomes Assessment.

Military-Civilian Partnerships (MCPs) are vital for maintaining the deployment readiness of military health care physicians. However, tracking their clinical activity has proven to be challenging. In this study, we introduce a locally driven process aimed at the passive collection of external clinical workload data. This process is designed to facilitate an assessment of MCP physicians' deployment readiness and the effectiveness of individual MCPs. From March 2020 to February 2023, we conducted a series of quality improvement projects at the Wright Patterson Medical Center (WPMC) to enhance our data collection efforts for MCP physicians. Our methodology encompassed several steps. First, we assessed our existing data collection processes and their outcomes to identify improvement areas. Next, we tested various data collection methods, including self-reporting, a web-based smart phone application, and an automated process based on billing or electronic health record data. Following this, we refined our data collection process, incorporating the identified improvements and systematically tracking outcomes. Finally, we evaluated the refined process in 2 different MCPs, with our primary outcome measure being the collection of monthly health care data. Our examination at the WPMC initially identified several weaknesses in our established data collection efforts. These included unclear responsibility for data collection within the Medical Group, an inadequate roster of participating MCP physicians, and underutilization of military and community resources for data collection. To address these issues, we implemented revisions to our data collection process. These revisions included establishing clear responsibility for data collection through the Office of Military-Civilian Partnerships, introducing a regular "roll call" to match physicians to MCP agreements, passively collecting data each month through civilian partner billing or information technology offices, and integrating Office of Military-Civilian Partnership efforts into regular executive committee meetings. As a result, we observed a 4-fold increase in monthly data capture at WPMC, with similar gains when the refined process was implemented at an Air Force Center for the Sustainment of Trauma and Readiness Skills site. The Military-Civilian Partnership Quality Improvement Program concept is an effective, locally driven process for enhancing the capture of external clinical workload data for military providers engaged in MCPs. Further examination of the Military-Civilian Partnership Quality Improvement Program process is needed at other institutions to validate its effectiveness and build a community of MCP champions.

ОСОБЕННОСТИ ПРЕПОДАВАНИЯ ДИСЦИПЛИНЫ ТОКСИКОЛОГИЧЕСКАЯ ХИМИЯ СТУДЕНТАМ, ОБУЧАЮЩИМСЯ ПО СПЕЦИАЛЬНОСТИ 32.05.01 МЕДИКО-ПРОФИЛАКТИЧЕСКОЕ ДЕЛО

The question of organizing the learning process for students of the medical and preventive faculty at the Institute of Pharmacy is significant for the teacher. Compared to students of the Faculty of Pharmacy, they do not have sufficient knowledge in chemistry, so it is necessary to search for additional teaching methods. After the transition to training according to the Bologna system, classroom lessons were reduced and student independent work was increased. The classroom load of students is 36 hours a week, leaving almost no time for independent work. Because students are poorly prepared in chemistry, instructors typically upgrade their knowledge to proficiency levels by providing preparatory materials in toxicological chemistry. According to the curriculum in toxicological chemistry, 42 contact-hours of work are allocated (10 hours of lectures + 32 hours of seminars and practical classes). How can a teacher at the Institute of Pharmacy motivate a medical student to study a medical discipline? One of the possible ways to increase interest in this way is through research work in a medical laboratory and, as an option, involving students in joint scientific work at university departments. The training was organized on the basis of lectures, seminars (round table) and practical exercises. The lectures covered only problematic and review material intended to test theoretical knowledge about compliance with remote disciplinary measures. At the Institute of Pharmacy of Kazakh State Medical University, the round table method was used when conducting seminars. Students go into the topic in advance. When preparing for employment, use scientific and professional information from a variety of sources. In practical classes, students acquired sample preparation skills for identifying toxic substances, developed skills in isolating toxic substances, and used chemical and instrumental methods of analysis. Students mastered modern physicochemical and chromatographic methods of analysis used in the system of general and private screening of chemical substances. During the last lesson, educational and research work is carried out. Based on the results of mastering the discipline, students of the Faculty of Preventive Medicine acquired a colossal amount of knowledge, which they will later use in practical work.

Who is taking dance electives, when, and for how long? Adolescents’ dance participation and persistence in middle and high school

ABSTRACT Inclusive and equitable dance education practices remain an important issue in United States public school settings. We explore adolescents’ participation in public school dance electives through the examination of an ethnically diverse, longitudinal sample of students living in Miami, Florida (N = 24,368), as they progress through secondary school between the 2009–2010 and 2015–2016 academic years. We describe participation rates in dance electives and give results from linear probability regression models showing the characteristics (demographics, school readiness skills, prior school suspension, attendance, and academic achievement) of adolescents who enroll and persist in dance electives between middle and high school. We found that 14% of students enrolled in a dance elective during middle school and only 2% of students did so in high school. The highest levels of uptake in dance electives occurred in 7th and 9th grade. Most adolescents enrolled in a dance elective for only one academic year. Ethnicity, gender, disability status, and prior academic performance were significant predictors of initially selecting into a dance elective in middle school, and for persisting in a dance elective in high school. These results prompt further discussion of the integration of inclusive dance pedagogy in public school contexts.

Fiscal Policy And Poverty In The Southern African Customs Union: The Case Of Frontier Technology Readiness Index and Skills

The study examines the relationship between fiscal policy, the level of poverty, and the frontier technology readiness index (skill) in the Southern African Customs Union over the period of 2012 to 2022. The technique of pooled ordinary least squares was used to ascertain the empirical findings, while the LLC and IPS established the stationarity of the variables. The empirical findings show that government expenditure on education, indirect taxes, and the skills index directly affect household consumption expenditure significantly and, by implication, reduce poverty. However, the interaction of government expenditure on education and skills significantly reduces household final consumption expenditure. The essence of the study is that the respective government in the Southern African Customs Union should harness efforts towards integrating relevant skills into the educational system in light of the 21st-century technology revolution. It is admitted that previous studies have largely concentrated on issues such as income inequality, financial inclusion, government expenditure program in addressing the problem of poverty in developing economies, this study, while observing the crucial role of fiscal policy, evaluates the effect of a frontier technology readiness index, skills, in abating the severity of poverty in the region.

Leveraging the stages of learning to optimize pre-employment transition service delivery

Pre-employment transition services (Pre-ETS) is a specific set of services outlined in Section 113 of the Rehabilitation Act as amended by WIOA, with the purpose of expanding career exploration, postsecondary training options, and the development of career readiness skills for students with disabilities through work-based learning experiences. Pre-ETS aims to facilitate the transition of students with disabilities from school to adulthood by equipping them with the essential skills, knowledge, and experiences needed to thrive in the workforce. However, there is great variability across states on how vocational rehabilitation agencies work with State and local education agencies to coordinate and sequence services to facilitate the development of a more comprehensive career pathway for students with disabilities. This paper provides insights and applicable guidance for practitioners seeking to optimize Pre-ETS by aligning interventions with the phases of learning. Grounded in experiential knowledge and effective practices for secondary transition and Pre-ETS, this paper offers a strategic framework designed to enhance the effectiveness of transition services for diverse individuals preparing to enter the workforce. It aims to equip practitioners with a toolbox of effective strategies and approaches, fostering a more dynamic and personalized delivery of Pre-ETS. By offering practical guidance on navigating the learning phases, this paper seeks to empower practitioners to create more impactful and tailored programs, ultimately enhancing the workforce readiness of individuals with diverse abilities.

Pedagogical Management: The Key to Enhancing Academic Performance and Educational Quality

The purpose of this research is to determine the significance of pedagogical management (PM) in the teaching practice of instructors and the relationship between it and students' academic achievement. 23 scholarly papers were reviewed bibliographically in order to perform the investigation. The findings show a strong correlation between high-quality instruction and efficient pedagogical administration. It highlights that the instructor is the change agent in this process and that the student's educational transformation depends on their own personal growth. The conclusion highlights the significance of PM as a crucial component in obtaining quality education and emphasizes how the quality of the teaching process reflects on the quality of education. The present study holds significant value for the educational sector because it emphasizes the necessity of concentrating improvement efforts on teacher preparation and classroom management skills. These have been identified as critical points, particularly in higher education, where a pedagogical management crisis has been identified

Enhancing Cognitive and Readiness Skills: An Integrated Assessment of Perceptual and Memory Abilities for SLD students

Abstract: This study explores how cognitive and readiness skills in students with Specific Learning Disabilities (SLD) can be improved through an integrated assessment of their perceptual and memory abilities. SLD students often struggle with processing information, retaining knowledge, and preparing for tasks in academic environments. Recognizing the crucial link between perceptual and memory abilities is essential for tailoring interventions to support these students effectively. Utilizing a comprehensive assessment framework, the research aims to elucidate how perceptual and memory abilities influence cognitive processing and readiness skills in SLD students. It employs a variety of methodologies, including traditional psychometric measures and innovative approaches such as virtual reality simulations and cognitive task analyses, to offer a holistic perspective By integrating multiple methodologies, the study seeks to uncover the intricate interplay between perceptual and memory abilities and their impact on cognitive readiness among SLD students. The findings are expected to guide the development of targeted interventions and educational practices tailored to their unique needs. The implications of this research extend beyond academia, potentially informing the design of training programs and cognitive enhancement interventions for SLD students. By addressing their specific challenges, the study aims to foster inclusivity and equity in education. This research highlights the importance of assessing perceptual and memory abilities in SLD students to enhance their cognitive readiness and academic outcomes. By identifying factors contributing to their cognitive challenges, educators and practitioners can devise more effective strategies to support their learning and development.

Meso-Foundations of Experiential Education in Ontario Universities: A Content Analysis of the Province’s Strategic Mandate Agreements

Experiential education, the process of providing students with applied learning opportunities within and outside the classroom, is rife with organizational complexity. This article examines Ontario’s Strategic Mandate Agreements using qualitative content analysis to see how conceptions and communications of experiential learning have changed over time, and how universities have responded to government pressure to foster experiential learning. Drawing on frame analysis, findings reveal that universities have developed a considerable amount of institutional infrastructure and initiatives to support the expansion of experiential learning, and these efforts have been framed in relation to current discourse about graduate skill readiness. However, these outward signalling responses are not necessarily aligned with internal organizational processes (i.e., expansion of co-curricular learning). These mandate agreements represent official accounts of institutional priorities, which leave the door open for future research to examine micro-foundations of experiential learning through the perspectives of the faculty and staff inhabiting these institutions.

Self-perceived food literacy in relation to the quality of overall diet and main meals: A cross-sectional study in Japanese adults

This cross-sectional study aimed to assess the relationship between self-perceived food literacy (SPFL) and quality of overall diet and main meals in Japanese adults. In total, 5998 adults aged 20–79 years were included in this analysis. The SPFL was assessed using the Japanese version of the 29-item Dutch SPFL scale (score range 1–5). Using validated dietary information, the Healthy Eating Index-2015 (HEI-2015) was calculated (score range 0–100). The mean SPFL was 3.18; the internal consistency of the overall scale was considered good (Cronbach's alpha: 0.80). The mean HEI-2015 for overall diet was 50.4. The SPFL was significantly and positively associated with the HEI-2015. Using multiple linear regression, one point increase of SPFL corresponded to an increase in HEI-2015 by a point of 4.8 for overall diet, 6.2 for breakfast, 4.6 for lunch, and 3.6 for dinner (all P < 0.0001). Six of the eight domains of SPFL (i.e., food preparation skills, resilience and resistance, healthy snack styles, examining food labels, healthy budgeting, and healthy food stockpiling) were significantly associated with the HEI-2015 for overall diet. When the HEI-2015 for each meal was examined, the domains showing significant associations with all three meals included food preparation skills, healthy snack styles, and healthy budgeting. The healthy food stockpiling was associated with the HEI-2015 for breakfast and lunch, but not dinner. The social and conscious eating and daily food planning were associated with the breakfast HEI-2015 only, with the resilience and resistance associated with the dinner HEI-2015 only. In conclusion, the SPFL was cross-sectionally associated with the quality of overall diet and main meals in Japanese adults. Further observation and intervention studies are needed to confirm the associations observed here.

The motor response and its relationship to the accuracy of the performance of the high preparation skill in volleyball for juniors

&#x0D; Introduction and the importance of the research: The development of the player's motor response represents the main goal that the coach seeks to achieve in the physical preparation period The Plane . Research problem: In view of the lack of scientific studies that are concerned with studying the skill of high numbers in volleyball and as a result of the use of traditional educational methods that did not take into account the development of the player's ability to respond to the movement leading to the development of the level of accuracy in skillful performance. Research objectives : To identify the correlation between the motor response and the accuracy of performing the high preparation skill in volleyball for juniors. Research hypotheses: There is a significant correlation between the motor response and the accuracy of the high numbers of junior volleyball players. The human field: the juniors of the Maysan volleyball team (2022). The researcher used the descriptive approach due to its suitability to the nature and objectives of the research. The research community and sample are the well-trained players of the Maysan youth national team.. Presenting and analyzing the results of the pre and post tests of the two research groups and discussing them. Discussing the results of the post-test for the two groups under discussion in the tests of the accuracy of the high preparation of junior volleyball. Conclusions and Recommendations: Conclusions: The experimental group achieved better results in the physical and skill tests than the control group under study. Recommendations: The researcher recommends the need to adopt the special educational approach in developing the motor response by volleyball coaches. The researcher recommends the need to adopt the special educational curriculum in developing the motor response by volleyball coaches.&#x0D; &#x0D;

Structural equation modelling: validation of career readiness model using psychological constructs

&lt;span lang="EN-US"&gt;The career readiness model is needed as a reference source for relevant parties, especially universities, to implement various career development and interventions initiatives. This study was conducted to assess the reliability and validity of personality, career efficacy, career readiness skills along with indicators using Partial Least Squares Structural Equation Modeling in forming a career readiness model. Results show that each construct achieved good reliability and validity through composite reliability (CR) readings recorded between 0.78 and 0.92 to measure internal consistency reliability, while convergent validity through average variance extracted (AVE) readings exceeded 0.5. The construct of this model had also achieved discriminant validity through the recorded readings of cross loading, Fornell-Larcker and HTMT confidence intervals which did not contain the value of 1. The findings also indicate that career efficacy and career readiness skills are accurate and relevant constructs for developing a career readiness model.&lt;/span&gt;