The Impact of Instructional Effectiveness on Soft Skills Development among College Students: Mediating and Moderating Mechanisms

Abstract

Despite growing demand by employers across industries to hire employees with soft skills, a soft skill mismatch exists between skill sets that companies are seeking and those possessed by top talent. Thus, collegiate academic programs must equip students with both discipline-based knowledge and the necessary soft skills to meet industry needs and achieve success in their careers. This study investigates instructors’ role in facilitating college students’ soft skill development using two theoretical foundations. The five-scale survey instrument was refined through expert review and then disseminated at a U.S. university. The 410 respondents were students from all class levels and a range of disciplines. We used nonparametric bootstrap analysis to examine underlying mechanism of the relationship between instructional effectiveness and students’ soft skill development, through the mediating effects of career self-efficacy and career motivation, as well as the moderating role of students’ attitude toward higher education. Results and findings are discussed.