Self-efficacy is a key cognitive factor affecting undergraduates’ employability, but existing studies have not sufficiently explored the underlying mechanisms of how self-efficacy influences employability, not to mention proposing a comprehensive model to clarify these pathways. Based on social cognitive career theory (SCCT), this study developed an empirical model to explore how achievement motivation and occupational aspiration mediate the relationship between general self-efficacy and employability. A survey was conducted with 454 undergraduates from five regional universities with industrial features in mainland China. The results showed that (1) there was a significant positive correlation between the four variables of general self-efficacy, achievement motivation, occupational aspiration and undergraduates’ employability; (2) general self-efficacy had a significant positive effect on undergraduates’ employability; and (3) general self-efficacy could affect undergraduates’ employability through three indirect paths, namely, the independent mediation of achievement motivation, occupational aspiration and the chain mediation of achievement motivation and occupational aspiration. This study provides insights into how self-efficacy enhances employability, suggesting that educational interventions focusing on boosting students’ self-efficacy and fostering achievement motivation and occupational aspiration are effective strategies for improving employability.

This study systematically examines the relationship between mindfulness and metacognition among Chinese college students through a person-centered analytical approach. Using latent profile analysis (LPA) of Five Facet Mindfulness Questionnaire (FFMQ) responses, we identified four distinct mindfulness profiles: (1) High Observation/Low Non-reactivity, (2) High Awareness/Judging, (3) Moderately Mindful, and (4) Highly Mindful. Gender differences were observed across profiles, with female students more represented in the Highly Mindful group. Hierarchical regression analyses revealed that mindfulness profiles significantly predicted metacognitive ability, with the Highly Mindful group demonstrating superior metacognitive self-regulation and learning strategy application. These findings contribute to the literature by identifying distinct mindfulness subtypes and their differential relationships with metacognition. The results suggest that educational interventions emphasizing non-judgmental present-moment awareness may be particularly effective for fostering students’ metacognitive development, while highlighting the importance of considering individual differences in mindfulness training approaches.