Academic Advising Support, Life-course Directional Agency, and Major-to-Career Transition Readiness in Higher Education: A Measurement-Informed Exploratory Analysis Based on Student and Teacher Samples

Abstract

This exploratory article examines how academic advising and curricular support are associated with students’ life-course directional agency (LDA) and readiness for the transition from major learning to future employment. The analysis is based on two student samples (n = 408; n = 404) and one teacher sample (n = 211). In response to measurement concerns identified during the review process, the revised article treats the study as a measurement-informed diagnostic inquiry rather than as a final validation of a causal or mediation model. Student Sample 1 used a 20-item LDA version and was used primarily for item diagnosis; Student Sample 2 used a 16-item LDA version and provided a more stable revised structure. The evidence indicates that stronger perceived academic advising/curricular support appeared together with clearer direction, more active employment preparation, and stronger transition readiness. At the same time, reverse-worded items in the LDA and decision clarity blocks produced instability, and exploratory factor evidence suggested that the construct boundaries among advising support, LDA, and preparation behaviour still require refinement. Teacher data were used as supplementary institutional evidence rather than as direct validation of the student-level model. The article contributes to higher education management by clarifying LDA as a directional capacity that links academic experience with future planning, while also showing how universities can organize staged advising support across undergraduate development.