Yu Tian

While higher education institutions continue to expand their career guidance resources, they frequently encounter a dilemma characterized by low utilization rates among university students. This study introduces Psychological Distance Theory to investigate the underlying causes of this supply-demand mismatch from the perspective of front-line counselors and career guidance practitioners. The research reveals that excessive psychological distance across temporal, spatial, social, and hypothetical dimensions leads to cognitive abstraction and behavioral inertia among students. Consequently, career guidance initiatives should adopt strategies such as the decomposition of objectives into micro-tasks, the decentralization of resources, the integration of peer-led mentoring, and the visualization of experiential processes. These interventions effectively shorten psychological distance and activate student agency during the job search, facilitating a precise alignment between resource supply and student demand.

Psychological Distance Theory; University Career Guidance Resources; Resource Underutilization.

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