Proactive Personality, Psychological Capital, and Work Readiness among Prospective Teacher Students: A PLS-SEM Mediation Study
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Objective: This study aimed to examine the direct effect of proactive personality on work readiness and to test the mediating role of psychological capital among prospective teacher students.
Methods and Materials: A cross-sectional quantitative survey design was used. The study involved 100 undergraduate students from the Faculty of Teacher Training and Education at University X in Samarinda, Indonesia. Participants were selected through simple random sampling from a population of 787 students using computer-generated random numbers. Data were collected using scales measuring work readiness, proactive personality, and psychological capital. The measurement and structural models were analyzed using partial least squares structural equation modeling. Model quality was assessed through factor loadings, composite reliability, average variance extracted, discriminant validity, variance inflation factor, standardized root mean square residual, and normed fit index.
Findings: The measurement model showed acceptable reliability and validity after modification, with AVE values ranging from 0.606 to 0.822 and composite reliability values ranging from 0.843 to 0.892. The structural model showed acceptable fit, SRMR = 0.088 and NFI = 0.912. Proactive personality had a significant direct effect on work readiness (β = 0.741, p < .001, f² = 0.627) and on psychological capital (β = 0.834, p < .001, f² = 2.287). Psychological capital did not significantly predict work readiness (β = 0.134, p = .186, f² = 0.021). The indirect effect was also non-significant (β = 0.112, p = .190).
Conclusion: Proactive personality directly predicted work readiness, whereas psychological capital did not mediate this relationship.
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