Purpose. Securing employment in the current dynamic job market necessitates the proactive prioritization of one’s employability. The purpose of this study was to determine how self-directed learning (SDL) and self-control practices (SCPs) influence job-seeking behavior (JSB).
Design/methodology/approach. A comprehensive survey was conducted to collect data from 323 students graduating from esteemed educational institutions in Nepal. The survey included various components, such as SDL, SCPs, JSB, and participant details. The assessment was conducted with JSB, which was divided into behavioral factors, personal factors, and skills and competencies. SDL, comprising goal setting and planning, cognitive control and focus, and skills and competence, and SCPs, comprising impulse management and self-discipline, cognitive control and focus, and emotional regulation and resilience, were evaluated. These factors were assessed using a Likert-type scale comprised of 5-point ratings. The credibility of the data was validated through confirmatory factor analysis and structural equation modeling (SEM).
Findings. The research hypothesized, on the basis of self-efficacy theory, that both SDL and SCPs have significant effects on JSB. A positive correlation between SCPs and JSB (β = 0.628; p < 0.01) and SDL and JSB (β = 0.356; p < 0.01) was confirmed through path analysis. The research emphasized that SCPs and SDL attitudes constituted 89.0% of the variance in JSB in Nepal, demonstrating their significant influence. The fitness indices of the model were deemed satisfactory, providing policymakers and educators with vital insights.
Research implications. The findings emphasize the significance of cultivating emotional regulation skills, self-efficacy consciousness, and guided counseling to enable graduates to embark on their professional trajectories with resilience and a sense of purpose in their education. Academic institutions and instructors significantly influence students toward successful career progression through their emphasis on the interplay between self-regulation and self-directed learning.