Developmental Mentoring and Career Readiness Among Undergraduate Students in Nigeria: The Sequential Mediating Roles of Career Adaptability and Career Self-Efficacy

Graduate unemployment remains persistent across sub-Saharan Africa, making career readiness central to higher-education policy. This study examines associations between developmental mentoring and career readiness among 385 Nigerian undergraduates with mentoring experience, and the roles of career adaptability and career self-efficacy. Partial Least Squares Structural Equation Modelling showed that developmental mentoring was positively associated with career adaptability (β = .56), career self-efficacy (β = .39) and career readiness through significant individual and serial indirect paths. These findings are consistent with Career Construction Theory and Social Cognitive Career Theory. Fuzzy-set Qualitative Comparative Analysis identified two configurations associated with high career readiness, including one where high self-efficacy compensated for lower adaptability. However, the cross-sectional, single-source design precludes causal inference. The findings suggest that structured university mentoring designed to strengthen adaptability and self-efficacy may support career readiness, while differentiated provision could reflect students’ resources.