An experimental study on the mediating roles of career decision-making self-efficacy between digital media literacy and employment choices of university students
- 1School of Finance, Dongbei University of Finance and Economics, Dalian, Liaoning, China
Abstract
Algorithmic recommendation now shapes the career information university students see, yet whether raising students' understanding of these algorithms improves employment choices remains unclear. This study tested a dynamic bidirectional mediation model linking digital media literacy, career decision making self efficacy (CDMSE), and employment choices, with Algorithmic Awareness for Careers (AAC) specified as a distinct subdimension of digital media literacy. In a 2 × 2 factorial randomized controlled trial, 204 graduating undergraduates from three universities in southern China were assigned to Media Critical Literacy Training (MCLT), Career Algorithm Transparency Training (CATT), both, or neither; 192 completed four assessment waves ending 6 months after graduation. CATT mainly raised AAC (partial η2 = 0.128), MCLT mainly raised critical literacy (partial η2 = 0.096), and the two components jointly strengthened CDMSE. Parallel process latent growth modeling showed that AAC growth predicted CDMSE growth (β = 0.42), which in turn predicted later AAC [β = 0.28, 95% CI (0.13, 0.43)], and that CDMSE carried a significant indirect effect to a composite employment outcome [0.151, 95% CI (0.077, 0.238)]. Relative to the control condition, the combined condition was associated with better outcomes 6 months after graduation, including more document verified offers, an 18.1% higher starting salary, closer externally coded major job match, and greater employment satisfaction. The findings identify AAC as a trainable component of digital media literacy, empirically operationalize the bidirectional feedback assumed by social cognitive career theory, and support embedding algorithm transparency training in university career education.
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BibTeX
@article{wu2026experimental,
title = {{An experimental study on the mediating roles of career decision-making self-efficacy between digital media literacy and employment choices of university students}},
author = {Shuang Wu},
journal = {Frontiers in Psychology},
year = {2026},
month = oct,
doi = {10.3389/fpsyg.2026.1963363},
url = {https://doi.org/10.3389/fpsyg.2026.1963363},
note = {CC BY 4.0},
}
RIS
TY - JOUR
TI - An experimental study on the mediating roles of career decision-making self-efficacy between digital media literacy and employment choices of university students
AU - Shuang Wu
PY - 2026
DA - 2026/10/22
JO - Frontiers in Psychology
DO - 10.3389/fpsyg.2026.1963363
UR - https://doi.org/10.3389/fpsyg.2026.1963363
AB - Algorithmic recommendation now shapes the career information university students see, yet whether raising students' understanding of these algorithms improves employment choices remains unclear. This study tested a dynamic bidirectional mediation model linking digital media literacy, career decision making self efficacy (CDMSE), and employment choices, with Algorithmic Awareness for Careers (AAC) specified as a distinct subdimension of digital media literacy. In a 2 × 2 factorial randomized controlled trial, 204 graduating undergraduates from three universities in southern China were assigned to Media Critical Literacy Training (MCLT), Career Algorithm Transparency Training (CATT), both, or neither; 192 completed four assessment waves ending 6 months after graduation. CATT mainly raised AAC (partial η2 = 0.128), MCLT mainly raised critical literacy (partial η2 = 0.096), and the two components jointly strengthened CDMSE. Parallel process latent growth modeling showed that AAC growth predicted CDMSE growth (β = 0.42), which in turn predicted later AAC [β = 0.28, 95% CI (0.13, 0.43)], and that CDMSE carried a significant indirect effect to a composite employment outcome [0.151, 95% CI (0.077, 0.238)]. Relative to the control condition, the combined condition was associated with better outcomes 6 months after graduation, including more document verified offers, an 18.1% higher starting salary, closer externally coded major job match, and greater employment satisfaction. The findings identify AAC as a trainable component of digital media literacy, empirically operationalize the bidirectional feedback assumed by social cognitive career theory, and support embedding algorithm transparency training in university career education.
SN - 1664-1078
ER -