en <span style=font-size:11pt><span style=line-height:normal><span style=font-family:Calibri,sans-serif><b><span style=font-size:12.0pt><span new= roman= style=font-family: times=>Aims</span></span></b><span style=font-size:12.0pt><span new= roman= style=font-family: times=> This study aimed the relationship between perceived social support (</span></span><span style=font-size:12.0pt><span style=font-family:TimesNewRoman>PSS</span></span><span lang=EN style=font-size:12.0pt><span new= roman= style=font-family: times=>) and the University-to-Work Transition (UWT) among graduates of the School of Health.</span></span></span></span></span><br> <span style=font-size:11pt><span style=line-height:normal><span style=font-family:Calibri,sans-serif><b><span style=font-size:12.0pt><span new= roman= style=font-family: times=>Instrument & Methods</span></span></b><span lang=EN style=font-size:12.0pt><span new= roman= style=font-family: times=> This descriptive-analytical cross-sectional study was conducted on 227 graduates of the School of Public Health, Qazvin University of Medical Sciences, in the fields of public health, environmental health engineering, occupational health engineering, and health services management over three consecutive years (2023–2025). Data were collected via an online questionnaire developed using the Porsline platform, including demographic and educational variables, multidimensional scale of perceived social support, and university-to-work transition scales. Analyses were performed using descriptive statistics, independent t-tests, Pearson correlation coefficients, ANOVA, and multivariate regression in SPSS version 20.</span></span></span></span></span><br> <span style=font-size:11pt><span style=line-height:normal><span style=font-family:Calibri,sans-serif><b><span style=font-size:12.0pt><span new= roman= style=font-family: times=>Findings</span></span></b><span lang=EN style=font-size:12.0pt><span new= roman= style=font-family: times=> The mean age of students was 22.89 ± 1.04 years; 75.4% were female and 24.6% were male, and 45.6% were relatively satisfied with their field of study. Pearson correlation analysis revealed significant positive associations between UWT and the four transition competencies—Concern (r =.77, P =.000), Curiosity (r =.80, P =.000), Confidence (r =.74, P =.000), and Control (r =.75, P =.000)—as well as </span></span><span style=font-size:12.0pt><span style=font-family:TimesNewRoman>PSS</span></span><span style=font-size:12.0pt><span new= roman= style=font-family: times=> from significant others (r =.13, P =.037). Multiple regression indicated that field of study, satisfaction with the field, family financial status, and perceived support from significant others accounted for 15% of the variance in UWT.</span></span></span></span></span><br> <span style=font-size:11pt><span style=line-height:normal><span style=font-family:Calibri,sans-serif><b><span lang=EN style=font-size:12.0pt><span new= roman= style=font-family: times=>Conclusion</span></span></b><span lang=EN style=font-size:12.0pt><span new= roman= style=font-family: times=> Findings suggest that leveraging transition competencies and perceived social support—particularly from significant others—can aid professionals in preparing students for a successful UWT, thereby preventing unemployment, confusion, and related adverse consequences.</span></span></span></span></span><br> Student,Social support,Education,University-to-Work Transition,Health,Self-efficacy. 1001 1006 http://hehp.modares.ac.ir/browse.php?a_code=A-10-87971-2&slc_lang=en&sid=4