INTRODUCTION
Background of the study
Facebook has emerged as a global phenomenon and a vital communication tool, playing an essential role in the daily lives of university students (Zaremohzzabieh et al., 2014) For many adolescents, including those in higher education, online communication has become a regular and significant aspect of life (Liu et al., 2013) It serves as an effective means to maintain connections with family and friends, particularly for those living far apart Founded in 2004 by Mark Zuckerberg at Harvard, Facebook continues to shape social interactions.
University undergraduate Today, more than 68.5% of young adults and teenagers use
Facebook serves as a vital platform for maintaining connections, allowing users to engage in instant messaging and live chat with friends and family (Kuss & Griffiths, 2011) According to Mattiola (2014), Facebook offers both positive and negative aspects, but it remains an effective environment for staying connected Users frequently share status updates, photos, and profile information to keep their loved ones informed.
Facebook can keep you up to date on the happenings of all of our close ones
In addition, Facebook has a large number of users including university students and they are spending a large amount of their time on Facebook According to Etim and
Huynh (2015), there is about 900 million monthly visitor occupying 22% of the Facebook quarter two of 2014 (Kemp, 2015) A large number of students are benefiting from using
Facebook serves as a platform for sharing information for educational purposes, fostering friendships, and engaging in various activities However, research indicates that some students may develop an addiction to Facebook, raising concerns about its impact on education (Zaremohzzabieh et al., 2014) Recently, Facebook has emerged as a leading social media site.
In 2015, the landscape of social networking sites was dominated by Facebook, which emerged as a significant influence, particularly among young users A survey conducted among 3,000 college students in the United States revealed that around 90% of them were active on Facebook, while 37% utilized Twitter (Dahlstrom, Boor, Grunwald & Vockley, 2011).
Facebook users spend most of their time for the communicating environment, engaging in interactive activities while some heavy users are seemed to be addicted (Zaremohzzabieh et al., 2014)
In Vietnam, Web 2.0 tools like Facebook, Skype, and Zing Me have become popular technologies, with approximately 41 million internet users, representing 45.2% of the population (Kemp, 2015) This highlights the growing significance of social networking sites in facilitating communication and collaboration Among these platforms, Facebook stands out as a vital communication channel that is hard to overlook, offering users a comfortable and effective means of interaction.
A significant portion of Vietnamese students is dedicating considerable time to Facebook, with a report from QandMe in November 2014 indicating that around 47% of Vietnamese Facebook users over the age of 18 spend approximately 3 hours per day on the platform.
As of the second quarter of 2014, there were approximately 660,000 Facebook users in Vietnam who were students This statistic prompts an important inquiry into the potential effects of excessive Facebook usage on these student users.
Vietnamese users show a strong preference for online social networking platforms, particularly Facebook, as highlighted by Huong (2010), who notes that "Some Vietnamese users would prefer living in a Vietnamese online society It's somewhat like you're entering your home, not a foreign one." Research indicates that both bonding and bridging capital significantly impact the development of individuals' social networks.
Janhonen (2014), online social networking sites such as Facebook can both enhance people’s bonding and bridging capital development and also their team performance
While the adolescent in Vietnam are using Facebook as a communication tool to connect with friends, family and making new friends from outside the country (Dao Le Hoa An,
Engaging with the like and comment functions on Facebook fosters a sense of connection among users (No name, 2013) This highlights the significance of bonding and bridging social capital, which play a crucial role in motivating individuals to utilize social networking sites, particularly Facebook, in Vietnam.
However, in some other countries, beside the positive impact of using social networking sites, there are many studies on the influence of using social media or
Facebook on the academic performance (Glass, Li & Pan, 2014) According to Kabre and
According to Brown (2011), there is no definitive link between the time spent on Facebook and academic performance However, recent studies indicate that excessive engagement or addiction to online social networking can adversely affect students' academic success (Kirschner & Karpinski, 2010) Additionally, research by Vivian supports these findings.
Research by Barnes, Geer, and Wood (2014) reveals that students are documenting their academic experiences on platforms like Facebook However, Junco and Reynol (2012) found a negative correlation between time spent on Facebook and students' overall Grade Point Average (GPA) This detrimental effect on academic performance is further supported by Abdulahi, Samadi, and Gharleghi (2014), who confirm that excessive use of social networking sites like Facebook adversely affects students' academic success.
Various factors impact the motivation for using Facebook and other online social networking sites Research by Glass et al (2014) highlights that personality traits, including neuroticism, extraversion, openness, agreeableness, and conscientiousness, significantly influence this motivation Additionally, Wu et al (2012) propose a model identifying social traits such as social self-efficacy, social trust, and social capital as crucial elements affecting participation in online social networks Furthermore, several studies have examined the intention to continue using these platforms.
Facebook fan pages are influenced by social capital theory, highlighting that social capital significantly impacts users' motivation to engage with these pages.
Lu, as cited in Yang & Lin, 2014) Then, Yang and Lin (2014) replace the concept
“motivation of using social networking site and Facebook” by the concept “stickiness”
The two concepts ultimately convey the same meaning Download the latest full thesis and access the necessary resources through the provided email.
Due to the negative impact of using too much online social networking sites on academic performance, it influences on students’ life satisfaction According to Lewis,
Huebner, Malone and Valois (2011), middle school children who are more satisfied with their life will have a strong belief in school activities for their future and their Grade Point
Diseth and Samdal (2014) highlight that students' life satisfaction is significantly influenced by their learning and academic achievement Their research emphasizes the importance of considering both academic performance and life satisfaction within educational contexts Consequently, a clear relationship exists between these two factors This study aims to explore the extent to which academic performance impacts students' life satisfaction.
Research problem
Vietnam, like China, faces challenges in leveraging the opportunities of globalization through the internet while controlling information flow (Clark, 2010) Facebook stands out as a prominent social networking platform in Vietnam, exerting both positive and negative effects on the youth University professors are increasingly utilizing social media to enhance discussions and academic practices, particularly benefiting marketing and informatics students (Nguyen Thi Tuyet Mai & Nham Phong Tuan, 2013) The study indicates a significant number of students have Facebook accounts, using the platform for communication The growing user base among students highlights their tendency to engage online, updating friends and family while also communicating with advisors and teachers, which can impact academic performance.
In Dao Le Hoa An's 2013 study, compelling evidence was presented indicating that Facebook addiction significantly impacts children's daily activities and academic performance.
Central of Mental advisory for Children and the Young - an affiliate of National Mental
Hospital 2 in Vietnam (Dao Le Hoa An, 2013) points out that among investigated groups tot nghiep down load thyj uyi pl aluan van full moi nhat z z vbhtj mk gmail.com Luan van retey thac si cdeg jg hg in local universities, young Vietnamese are online game-addicted or overused In addition, this study also concludes that the young Vietnamese including students are now become
Excessive Facebook use can lead to negative behaviors that adversely affect academic performance Research by Nguyen Hoang Khac Hieu (2015) confirms that young adolescents are increasingly becoming addicted to Facebook, which detracts from their study time and overall educational outcomes.
Facebook and games online instead of focusing on studying Furthermore, they have less directly communicate with their families and relatives Significantly, there is a seminar on
Facebook addicted: A new challenge in modern society debated the negative impact of internet and Facebook addicted among students (Department of Science Management of
Ho Chi Minh City University of Social Sciences and Humanities, 2013) Its topic focuses on the negative impact of stickiness on academic performance and lower life satisfaction
Finally, the academic performance result becomes worse if the child is internet addicted and the children are confirmed to be stress with life which should be investigated carefully
According to Pham Van Tuan (2011), students' conscientiousness and self-management significantly influence their study awareness and academic performance Students with high levels of these traits are more likely to adjust their study habits and increase their motivation for better results While existing studies in Vietnam have explored the factors influencing Facebook use, there is a lack of research on its impact on academic outcomes.
Facebook on the academic result and its influencing on university students’ life satisfaction remains limited (Le Minh Cong, 2013; Dao Le Hoa An, 2013; DeBrot, 2013)
This study explores the impact of social trust, social self-efficacy, social capital, stickiness, and academic performance on students' life satisfaction Additionally, it examines how conscientiousness moderates the relationship between stickiness and academic performance Ultimately, the research highlights the significance of life satisfaction as a positive outcome that influences various aspects of life.
Research objectives
The overall objective of this study is to examine the impact of some factors on university students’ life satisfaction Specifically, this study aims to investigate:
1 The relationship between social trust and social capital
2 The relationship between social self-efficacy and social capital
3 The relationship between social capital and stickiness
4 The impact degree of conscientiousness on the relationship of stickiness and academic performance
5 The impact degree of stickiness on academic performance
6 The impact degree of academic performance on life satisfaction.
Scope of the study
The research focuses on university students in Ho Chi Minh City, as they constitute a significant segment of Vietnam's young population Additionally, these students frequently utilize social networking sites for communication and actively manage their interpersonal relationships, as noted by Minimol and Angelia (2015).
Consequently, they will be a good representative of the young Facebook users in Vietnam
Respondents are from some universities such as University of Finance and Marketing,
Foreign Trade University, University of Economic Ho Chi Minh City, University of
Technology Ho Chi Minh City, University of Law, University of Social Science and
Humanities Ho Chi Minh City The time frame of research is taken from the first week of
August to the end of the third week of September.
Significance of the study
This study offers educators valuable insights into students' motivations for using Facebook, highlighting the significant link between students' life satisfaction and their engagement in academic activities These findings can inform the development of effective teaching strategies and practical policies that enhance educational tools and resources.
This study offers managers and marketers valuable insights into students' motivations for using Facebook, enabling them to develop effective marketing strategies tailored to this platform for their business plans.
For students, the study’s results help them to realize their motivation to use Facebook Then, they could practice some use of Facebook for their learning progress
Users can maintain connections with friends and family on Facebook while also leveraging the platform and other social networks for personal development.
Structure of the thesis
The thesis is organized as follows:
Chapter 1 “Introduction” presents the statement of the problems, research questions and objectives, scope of the research and thesis structure
Chapter 2 “Literature Review, Hypotheses and Conceptual model” introduces its literature reviews, including the definitions of each concept and their relationship in previous studies Then, hypotheses and conceptual model are proposed
Chapter 3 “Research Methodology” illustrates the way of setting up the measures and conducting the study It presents the research design, questionnaire’s development, and main survey This chapter also defines how to collect data and the statistics methods to analyze the data collected in order to test the research hypotheses
Chapter 4 “Result and Discussion” analyze data as well as discusses the result finding in connection with the research model
Chapter 5 “Conclusion and Implication” summarizes the research results, provides the findings recommendations tot nghiep down load thyj uyi pl aluan van full moi nhat z z vbhtj mk gmail.com Luan van retey thac si cdeg jg hg
LITERATURE REVIEW
Academic performance
Academic performance is assessed through students' self-reported grades for each subject completed throughout their studies This evaluation is reflected in the final course grades and the cumulative Grade Point Average (GPA) (Hohmann &).
The Grade Point Average (GPA) serves as a crucial metric for assessing a student's academic performance In this study, the GPA reflects the academic achievements of students from the previous academic year and is utilized to evaluate the variable of academic performance.
Social trust
Social trust is the bond shared among individuals across various societal divisions, including economic, ethnic, religious, and racial groups It serves as the foundation for cooperation, uniting people for shared and beneficial goals From a developmental perspective, the definition and benefits of social trust have been explored empirically, highlighting its significance in individual formation (Huang, Maassen & Groot, 2011) The measurement of social trust, as outlined by Huang et al (2011), typically relies on a standard survey question.
The concept of social trust, often framed as whether most people can be trusted or if one should exercise caution in interactions, has been a key focus in empirical studies and surveys globally for over forty years.
Social trust has been a fundamental concept utilized across various fields for a long time (Huang, Maassen & Groot, 2012) It serves as a foundation for individuals to believe in others and navigate their interactions In the context of social networking, social trust plays a crucial role, facilitating interpersonal communication and relationships, as trust enhances the effectiveness of these interactions (Wu et al., 2012) This study concludes that social trust reflects the beliefs of Facebook users when engaging with others through the platform's features.
Social self-efficacy
Social self-efficacy refers to an individual's belief in their ability to organize and execute actions, significantly influencing their confidence in managing stressors and fostering interpersonal harmony and cooperation (Wu et al., 2012) The concept was first introduced by Bandura (1977), who defined self-efficacy as the belief in one's capability to perform tasks Additionally, Froman and Robin (1997) emphasized that self-efficacy perceptions reflect confidence in performing specific behaviors, while outcome expectations pertain to the belief that these behaviors will yield desired results.
Self-efficacy reflects an individual's self-confidence, empowering them to effectively manage stressors Consequently, it serves as a valuable resource for coping with stress (Jerusalem & Schwarzer, as cited in Wu et al.).
Social self-efficacy plays a crucial role in motivating individuals to tackle new challenges in life This concept is widely explored in contemporary research and has been adapted across various fields, including teacher efficacy and student self-efficacy in diverse learning subjects.
The interpretation of social self-efficacy adopted in this study is based on the self-efficacy scale revised by Wu et al (2012)
In summary, social self-efficacy refers to an individual's belief in their ability to engage in fulfilling social interactions that foster successful relationships (Williams & Galliher, 2006) This concept is particularly relevant in various contexts, including adult social interactions, counseling for college students, health psychology, and the social dynamics of students studying abroad (Fan et al., Hagedoorn, Molleman, Lin, Betz).
Social self-efficacy refers to an individual's confidence in their ability to interact with others and form new friendships, particularly in online environments like Facebook (Gecas, 1989; Wu et al., 2012).
Social self-efficacy significantly impacts individuals' attitudes towards their communities, influencing their behavior in environments like Facebook In this study, social self-efficacy is defined as an individual's confidence in their ability to interact, make friends, and utilize online social networking platforms, such as Facebook, for communication.
Social capital
Social capital refers to the valuable resources found within social networks and relationships, which facilitate the effective execution of social practices.
Social capital, first introduced in a community study, is believed to strengthen interpersonal networks by fostering trust, collaboration, and group activities.
According to Putnam (2000), social capital emphasizes the interactions among community members, fostering mutual assistance, trust, and behavioral norms that enhance community development and performance He identifies two types of social capital: bridging and bonding Bridging social capital is characterized by connections among individuals from diverse backgrounds, facilitating the exchange of new information and resources.
Bonding social capital is characterized by close relationships among personal acquaintances, such as family and close friends, who offer mutual emotional and physical support This type of social capital can be monopolized, highlighting its exclusive nature within intimate networks.
Hofer and Aubert (2013) describe bridging social capital as an inclusive process that integrates weak ties among individuals from diverse networks These weak connections can be beneficial for various purposes, including job searching and obtaining references.
Bonding social capital is characterized by strong social networks among individuals with similar beliefs, such as close friends and family (Putnam, 2000) This type of social capital arises from robust interpersonal connections, even among those with diverse backgrounds In online communities, individuals connect over shared interests and goals (Ellison, Heino, Gibbs & Horrigan, as cited in Wu et al., 2012) Consequently, social capital reflects the interpersonal interactions on social networking sites, which can enhance social connections In this study, social capital is viewed as the cumulative result of interactions on Facebook, highlighting individuals' ability to leverage the platform's functions and resources to expand their relationships.
Social capital is shaped by various factors, with social trust being a significant influence, as highlighted in studies by Decker, Ellison, Steinfield, and Lampe (Wu et al., 2012).
The relationship among variables
2.5.1 Academic performance and life satisfaction
Life satisfaction is defined to be people's subjective evaluation of how far their most important needs, goals, and wishes have been fulfilled (Cheung & Chan, 2009)
Diener (as cited in Cheung & Chan, 2009) defines life satisfaction as an individual's overall assessment of their life Additionally, research indicates that learning and academic achievement play a significant role in enhancing life satisfaction (Diseth & Samdal).
Academic achievement plays a crucial role in enhancing life satisfaction This study emphasizes the importance of considering both academic performance and life satisfaction within educational contexts Furthermore, it reveals a positive relationship between academic performance and life satisfaction, indicating that improved academic outcomes can lead to greater life satisfaction.
Research indicates that higher education levels and engagement correlate with increased life satisfaction Individuals with greater life satisfaction tend to experience longer lifespans, improved well-being, and potentially higher earnings compared to those with lower satisfaction levels Consequently, various studies have explored the connection between life satisfaction and educational attainment.
Research indicates that students aged 22 to 24 who achieve higher academic results tend to report greater life satisfaction This correlation is further supported by Kasser (as cited in Diseth & Samdal, 2014), which suggests that achievement goals and academic success contribute positively to students' overall life satisfaction Therefore, it is concluded that academic performance significantly enhances life satisfaction This study aims to explore the extent of this positive relationship between academic performance and life satisfaction, with the following hypothesis proposed.
H6: Academic performance has a positive influence on life satisfaction.
Stickiness refers to "the ability of websites to draw and retain customers" (Zott, Amit, & Donlevy, as cited in Yang & Lin, 2014), highlighting the capacity of social networking sites to attract users and encourage them to remain engaged In the context of online social networking, Thorbjornsen and Supphellen (2004) identify two key browsing behaviors: the frequency of visits and the duration of each visit Lin further defines stickiness as the user's willingness to return and extend their time spent on a website This concept has been applied across various fields, including e-commerce shopping and blog stickiness (Zott et al., as cited in Yang & Lin, 2014; Johnson et al., as cited in Yang & Lin, 2014) Ultimately, stickiness can be defined as the willingness to return and prolong the duration of stay on platforms like Facebook (Yang).
Stickiness refers to the tendency of university students to return to and spend more time on Facebook, utilizing it as a platform for communication and entertainment.
Using social networking sites has various impact on the young, especially their academic performance (Minimol & Angelia, 2015) As cited in Minimol and Angelia
A study by Guadalupe and Jaana (2015) highlights that young adolescents dedicate significant time to social networking sites, engaging with friends' comments, which consequently reduces their study time Furthermore, the excessive use of social networks has been linked to increased anxiety and stress among students, ultimately impacting their educational outcomes.
Research indicates that anxiety and stress negatively affect university students' academic performance, a relationship supported by various studies For instance, Glass et al (2014) found that Chinese students who spend excessive time on social networking sites experience a decline in academic performance This is primarily because time spent on these platforms reduces the time available for studying, completing homework, and writing essays Consequently, this can lead to poorer academic outcomes Specifically, checking Facebook has been shown to have a negative correlation with overall grade point average, although the effect is not particularly strong Additionally, Junco and Reynol (2012) noted that frequent chatting on Facebook Messenger and posting status updates are also linked to lower final grade point averages.
While in Vietnam, there are some studies about the impact of using social networking sites on academic performance, a study of Nguyen Thi Tuyet Mai and Nham
Phong Tuan (2013) contribute to the positive usefulness of using social networking sites that using functions available on social networking site to support students’ studying in
The Vietnam University of Commerce highlights the impact of social networking sites and online games on high school students' academic performance A study by Le Minh Cong (2013) discusses these influences, while Nguyen Hoang Khac Hieu (2015) also addresses the negative effects of Facebook on students' academic achievements.
Debort (2013), Facebook now seriously distracts students from their studying As a result, this issue has been taking into consideration in Vietnam In addition, Nham and Nguyen
In a 2013 study conducted at the Vietnam National University (VNU) - University of Economics and Business, researchers examined the impact of online social networking on students' academic performance The findings highlight the significant influence of social media on students' study habits and overall educational outcomes.
Facebook engagement significantly affects students' learning outcomes, with VNU students often distracted by captivating stories, comments, and activities on the platform This distraction can lead to negative consequences for their academic performance Consequently, this study aims to explore the adverse effects of Facebook stickiness on academic results, proposing the hypothesis that increased engagement on the platform correlates with diminished academic achievement.
H5: Stickiness has a negative impact on academic performance
Social capital, defined as a social resource embedded in social network relationships, plays a significant role in the use of social networking sites like Facebook in Vietnam (Hong & Jian, 2014) Furthermore, it is viewed as a product of individuals' interactions on Facebook, highlighting its importance in leveraging available resources (Glass et al., 2014).
Facebook facilitates relationship building among individuals Research on social capital indicates that it reflects the goodwill people have towards one another, serving as a valuable resource (Adler & Kwon, 2002) Furthermore, social capital plays a crucial role in enhancing group potential and shaping the relationships among individuals within a group, as well as between different groups, emphasizing the importance of social networks.
Social capital significantly influences social networks and relationship building (Dwiningrum, 2013) Bridging social relationships enhances the use and sharing of platforms like Facebook For instance, students in electronic group dynamics have transitioned from simple e-mail exchanges to complex interactions among numerous members, regardless of their initial pairings (Rautenbach & Black-Hughes, 2012) Consequently, Facebook and email serve as effective tools for fostering collaboration among students This leads to the hypothesis that bridging social capital contributes to increased stickiness in online interactions.
Bridging social capital positively impacts stickiness, enhancing engagement and retention This connection fosters a supportive network that encourages collaboration and resource sharing, ultimately leading to greater success in various endeavors.
Conceptual model
The proposed research model, illustrated in Figure 2.1, aims to assess life satisfaction based on the literature reviews and hypotheses discussed.
Figure 2.1 The Research Model Hypotheses summary
H1A: Social trust has a positive influence on bonding social capital
H1B: Social trust has a positive influence on bridging social capital
H2A: Social self-efficacy has a positive influence on bonding social capital
H2B: Social self-efficacy has a positive influence on bridging social capital
H3A: Bonding social capital has a positive influence on stickiness
H3B: Bridging social capital has a positive influence on stickiness
H4: The impact of stickiness on academic performance is lower for group with high level of conscientiousness than that of group with low level of conscientiousness
H5: Stickiness has a negative influence on academic performance
H6: Academic performance has a positive influence on life satisfaction
Chapter summary
In summary, this chapter introduces the proposed research model, which is grounded in the literature review The model illustrates that both social trust and social capital have a positive impact on social capital, aiming to enhance its development.
Bridging social capital is essential for enhancing online relationships, particularly through the use of social networking sites This connection influences the effectiveness of communication and collaboration in digital environments.
A literature review indicates that university students' frequent use of Facebook negatively impacts their academic performance This relationship between Facebook usage and academic success is significant, as students' academic performance is linked to their overall life satisfaction Additionally, conscientiousness is suggested to influence the connection between Facebook stickiness and academic performance The chapter also defines key concepts and outlines the study's hypotheses.
This chapter outlines the research design and methodology employed to investigate the relationships among variables including social trust, social self-efficacy, social capital, stickiness, academic performance, life satisfaction, and the moderating effect of conscientiousness It begins with a description of the research design procedure and questionnaire development, followed by an introduction to the analysis methods Additionally, the chapter provides details on the sampling method and the types of analysis that will be utilized to test the study's hypotheses.
Sampling size
The reliability and validity of the variables were assessed using Cronbach’s Alpha and Confirmatory Factor Analysis (CFA) A minimum sample size of 100 was necessary, ensuring it was at least five times the number of items for accurate analysis, as recommended by Hair, Black, and Babin.
According to Anderson & Tatham (2010), the minimum sample size required for analysis is determined by the formula \( n > 100 \) and \( n = 5k \), where \( k \) represents the number of items, which in this case is 34 Therefore, the minimum sample size calculated is \( 5 \times 34 = 170 \) samples However, for data analyzed using Structural Equation Modeling (SEM), a more suitable minimum sample size of 300 is recommended.
SEM analysis In order to have approximately 300 samples, about 350 samples were delivered to respondents from many universities.
Data collection and procedure
A total of 350 questionnaires were distributed to respondents, primarily targeting university students in Ho Chi Minh City, particularly those in their second, third, and final years However, some responses were excluded due to incomplete information Consequently, the respondents possessed relevant experience from previous academic years.
GPA Since being short of a reliable sampling frame, it was difficult to conduct random sampling for all students in Vietnam Thus, this study was used convenience sampling
The questionnaires were delivered to some universities in Ho Chi Minh City, such as
University of Economics Ho Chi Minh City, University of Finance and Marketing,
Foreign Trade University, University of Technology Ho Chi Minh City, University of
Law, University of Social Science and Humanities Ho Chi Minh City, Ho Chi Minh City
A total of 350 questionnaires were distributed both directly in paper form and indirectly through a Google survey at the University of Medicine and Pharmacy and several other universities.
A total of 350 questionnaires were utilized in the study, with 50 distributed directly and 300 indirectly Respondents who received the questionnaires directly were compensated for their participation Incomplete responses and missing values were excluded from the final dataset, which was consolidated into a single file for analysis All variables and revised items related to the research model were assessed using a five-point Likert scale, ranging from 1 (strongly disagree) to 5 (strongly agree).
The study was conducted in two phases: a qualitative study and a quantitative study A draft questionnaire was developed based on prior research, featuring eight measurement scales, including social trust, social self-efficacy, social capital, conscientiousness, life satisfaction, stickiness, and academic performance The draft questionnaire was then translated from English to Vietnamese To refine the items, in-depth interviews were conducted with eight students and one university lecturer.
Appendix 2) In quantitative study, the adjusted questionnaires was used to collect data and test the measurement models and structural models The research process is showed in
Figure 3.1 tot nghiep down load thyj uyi pl aluan van full moi nhat z z vbhtj mk gmail.com Luan van retey thac si cdeg jg hg
Research design
The research model includes eight constructs including two first order constructs
Seven constructs were measured by multiple items and one construct was measured by one item All items were adapted from extant literature to improve content validity
(Straub, Boudreau & Gefen, 2004) These items were first translated into Vietnamese
Then, the study used the in-depth interview to modify the Vietnamese copy (Appendix 3)
The final questionnaire was divided into two sections The first section explored respondents’ use of Facebook by using screening question The screening question was
Literature Review Draft scale In-depth interview –
Eliminating items had low Cronbach’s alpha and low corrected item – total correlation
Eliminating items had low CFA coefficients Check the suitability of model
Calculating the total reliability coefficient and cumulative variance Check the uni-dimension of the scales, convergent and discriminant validity
Check the suitable of model Check hypotheses
Figure 3.1 Research Process tot nghiep down load thyj uyi pl aluan van full moi nhat z z vbhtj mk gmail.com Luan van retey thac si cdeg jg hg
The survey began with a screening question asking respondents if they use Facebook Those who answered "No" were deemed ineligible and could exit the survey The social trust construct, adapted from Wu et al (2014), comprised three items designed to assess the beliefs of Facebook users when interacting with others on the platform.
Facebook site The items were coded begin with ST and its number followed The source of measurement scale is showed in Table 3.1
Table 3.1 Social trust construct Social trust adapted from Wu et al (2014) Coding
Generally speaking, I would say that people with whom you interact on Facebook can be trusted
People try to be fair on Facebook ST2
People try to be helpful on Facebook ST3
The social self-efficacy construct, adapted from Wu et al (2014), comprises four items that assess an individual's confidence in interacting, making friends, and utilizing Facebook for communication.
They were coded begin with SE and its number followed The source of measurement scale is showed in Table 3.2
Table 3.2 Social self-efficacy construct
Social self-efficacy adapted from Wu et al (2014) Coding
I feel completely capable of using almost all currently available Facebook
I am confident I will learn how to use Facebook that are due to come out SE2
I find changes in technologies very frustrating SE3
I quickly figure out how to use Facebook SE4
Social capital is a second-order construct comprising two first-order constructs: Bonding social capital and Bridging social capital Each of these constructs includes four and five items, respectively, reflecting the overall impact of an individual's interactions with others.
Facebook enables individuals to leverage its features and resources to expand their relationships The items were coded for download, including the latest full version of the thesis, with specific identifiers beginning with "SC" followed by a number The measurement scale source is also provided.
Social capital: Bonding social capital subscale adapted from Wu et al (2014)
There is someone online I can turn for advice about making very important decisions
There is no one online that I feel comfortable talking to about imitate personal problem
The people I interact with online would be good job references for me SC3
The people I interact with online would help me if I were broken SC4
Social capital: Bridging social capital subscale adapted from Wu et al (2014)
Interacting with people online makes me want to try new things SC5
Interacting with people online reminds me that everyone in the world is connected
I am willing to spend time to support general online community activities
Interacting with people online gives me new people to talk to SC8
Online, I come in contact with new people all the time SC9
Stickiness refers to the willingness of university students to return to and spend more time on Facebook as a tool for communication and entertainment This study adapted the stickiness construct from Yang and Lin (2014), which consists of four items coded as Stick followed by a number The measurement scale used is detailed in Table 3.5.
Stickiness adapted from Yang and Lin (2014) Coding
I would stay longer time on Facebook than other web sites Stick1
I intend to prolong my staying on Facebook web site Stick2
I would visit Facebook web site as often as I can Stick3
I intend to link to Facebook web site every time I am online Stick4
Conscientiousness, as adapted from Roose et al (2012), measures an individual's level of organization, carefulness, and self-control This construct includes six items, each coded with a "C" followed by a number The details of the measurement scale can be found in Table 3.6.
Conscientiousness adapted from Roose et al (2012) Coding
I see myself as someone who are competent of doing my work C1
I see myself as someone who are orderly C2
I see myself as someone who are dutiful C3
I see myself as someone who are striving for my achievement C4
I see myself as someone who are self-discipline C5
I see myself as someone who are deliberate C6
Life satisfaction was adapted from Chow (2005) It was defined to be people’s subjective evaluation of how far their most needs, goals, and wishes had been fulfilled
The construct had seven items, and they were coded begin with LS and its number followed The source of measurement scale is showed in Table 3.7
Life satisfaction adapted from Chow (2005) Coding
My life is going well LS1
My life is just enough for my needs LS2
I would like to change many things in my life LS3
I wish I had a different kind of life LS4
I have what I want in life LS6
My life is better than most kids LS7
The academic performance construct, as defined by Hohmann and Grillo (2014), is based on students' previous year GPA This quantitative variable was assessed by asking students to report their GPA with the prompt, "My previous academic year GPA was:", and it was coded as AP.
In qualitative study, all of the items were translated into Vietnamese A draft questionnaire with the measurement scales based on the previous researches was set up
(Wu et al., 2014, Yang & Lin, 2014; Chow, 2005; Roose et al., 2012; Hohmann & Grillo,
This study adopts constructs of social self-efficacy, social trust, and social capital based on Wu et al (2014) A draft questionnaire was distributed to seven students and one lecturer from the University of Finance and Marketing in Ho Chi Minh City for an in-depth review The purpose of this review was to refine and clarify the measurement scales The final questionnaire comprised seven constructs and thirty-four items, utilizing subscales from Wu et al (2014) to ensure relevance in a college and university context.
The Vietnamese questionnaire was distributed to seven students and one lecturer at the University of Finance and Marketing Based on the feedback from the interviewees, a total of eleven items were revised (see Appendix 2) In the social trust construct, all three items underwent revisions For the first item, ST1, two respondents recommended changing "would you say that" to "I think that."
I generally trust the people I interact with on Facebook, as I believe they strive to be fair in their interactions.
People on Facebook often attempt to project an image of being helpful to others, as noted by two students and a lecturer.
Secondly, in social self-efficacy construct, there were four items and two items were revised The item named SE3 was “I find changes in technologies very frustrating.”
Three respondents suggested revising the phrase "very frustrating" to "quite simple." Regarding the SE4 item, "I quickly figure out how to use Facebook," one respondent recommended adding "At first," to enhance clarity The final revised statement reads, "At first, I quickly figure out how to use Facebook."
Social capital consists of two primary constructs: bonding and bridging social capital, which together include nine items Three of these items were revised based on feedback The original SC2 item, “There is no one online that I feel comfortable talking to about intimate personal problems,” was modified to reflect a more positive perspective, changing “online” to “Facebook.” The revised SC2 item now reads, “There is someone on Facebook that I feel comfortable talking to about intimate personal problems.” Additionally, the SC4 item, “The people that I interact with online would help me if I were broken,” received suggestions for improvement, emphasizing the need for clarity in the phrasing.
The final item, SC4, highlights that the friends I interact with online would support me in difficult times Additionally, item SC9 emphasizes that I frequently encounter new people on the internet Three respondents suggested rephrasing this to express that I have the opportunity to connect and converse with new friends whenever I desire Furthermore, the term "online" in items SC1, SC3, SC5, SC6, and SC8 should be substituted with "on."
Facebook” according to the comments of eight respondents in order to make the items be better described in the Facebook using context
The stickiness construct included four items, with one item, Stick3, revised based on feedback from three respondents The original statement, “I would visit Facebook web site as often as I can,” was modified to “as I have free time.” Additionally, the life satisfaction construct comprised seven items, two of which were adjusted following comments from four students and one lecturer The LS3 and LS4 items were changed from a negative to a positive perspective to align with the overall theme of life satisfaction Specifically, LS3 was revised from “I would like to change many things in life.”
Data analysis
After data collection, the initial step involved data preparation, which included editing, coding, and data entry to ensure accuracy and identify any errors or omissions The reliability of the variables was assessed using Cronbach’s alpha, which facilitated the removal of inappropriate items from the model Subsequently, confirmatory factor analysis (CFA) was conducted to evaluate the convergent and discriminant validity of the measurement model, focusing on the second-order construct of social capital Finally, the entire saturated model was analyzed through CFA.
In Structural Equation Modeling (SEM), researchers can simultaneously analyze the interrelated relationships among multiple dependent and independent constructs The structural model is tested by evaluating the hypothesized relationships between latent constructs, as noted by Kline (2005) and Hair et al (2010) Consequently, SEM is employed to test the hypothesized model and estimate the path coefficients for each proposed relationship within the structural model.
To evaluate the reliability of the scales used in this study, Cronbach’s Alpha coefficient must exceed 0.7 (Devellis, 2003), and the corrected item-total correlation values should be a minimum of 0.3 (Nunally & Bernstein, 1994) This ensures that each item effectively measures the same construct as the overall scale (Pallant, 2011) Consequently, any variables or items with a Cronbach’s Alpha below 0.7 or an item-total correlation under 0.3 will be removed from the analysis.
Composite reliability (CR) is determined using the Standardized Regression Weight Fornell and Larcker (1981) suggest that a composite reliability value exceeding 0.7 is considered good Furthermore, it is important that the factor loading of all items is also above this threshold.
0.5 will reaching the level of significant of the construct And it indicates that each construct has convergent validity (Anderson & Gerbing, 1988) To assess discriminate validity, the minimum square root of AVE should be higher than the largest correlation between constructs In addition, the relationships between constructs in the research model should be different from 1.00 Thus, the measurement has discriminant validity
(Steenkamp & Van Trijp, 1991) tot nghiep down load thyj uyi pl aluan van full moi nhat z z vbhtj mk gmail.com Luan van retey thac si cdeg jg hg
This study employs Confirmatory Factor Analysis (CFA) to specify and test construct-item relationships against theoretical frameworks, unlike exploratory techniques such as principal components analysis and principal axis factoring, which do not permit path specification The CFA results indicate model fit when the CMIN/DF ratio is less than 2 and the p-value is below 5%, along with the Goodness of Fit index.
The study found that the Goodness of Fit Index (GFI), Tucker and Lewis Coefficient Index (TLI), and Comparative Fit Index (CFI) exceeded 0.9, while the Root Mean Squared Error (RMSEA) was below 8% These results indicate that Confirmatory Factor Analysis (CFA) is more effective for examining the impact of stickiness on academic performance and the relationship between academic performance and life satisfaction compared to exploratory methods.
This study investigates the connections among key variables, including social trust, social self-efficacy, social capital, academic performance, and life satisfaction, while also assessing the significance of these independent variables within the proposed framework model.
The Structural Equation Model (SEM) was utilized to evaluate the hypotheses within the structural model, estimating path coefficients for each proposed relationship Additionally, SEM confirmed which hypotheses were supported by the model.
Structural Equation Modeling (SEM) encompasses a range of statistical models aimed at elucidating the relationships among various latent variables To evaluate model fit, common fit indices were assessed, with an acceptable chi-square to degrees of freedom ratio of less than 2, as noted by Ullman (2001).
The RMSEA indicates the fit of a model with optimally chosen parameter estimates to a population's covariance matrix, with a value below 0.08 signifying a good fit (MacCallum, Browne & Sugawara, 1996) Additionally, results should demonstrate a p-value less than 5%, along with GFI, RFI, and CFI values exceeding 0.9.
(Bagozzi & Yi, 1988), and RMSEA was smaller than 8% (Nguyen Dinh Tho & Nguyen
In this study, the hypotheses and model were tested using AMOS version 22.0 to construct a Structural Equation Modeling (SEM) measurement model.
The analysis to test the moderating effect
In order to investigate moderating effects of conscientiousness, a multi-group analysis in AMOS was used to investigate of parameters vary across categorical variables
In a study conducted by Kline (2005), two stages of analysis were utilized to assess conscientiousness, which was measured using six items The median values were calculated using SPSS, allowing the data to be divided into two distinct groups: High Conscientiousness (High C) and Low Conscientiousness (Low C).
C) Then, a multiple group analysis in AMOS was applied An overall chi-square difference test was conducted for the moderating effect Thus, if the chi-square test results in a p-value of 0.05 or lower than 0.05, the results are conducted significant or there was a significant different between High C Group and Low C Group On the contrary, if there was p value higher than 0.05, there was no difference between High C and Low C group.
Chapter summary
This chapter outlines the research methods employed to evaluate the research model and measurement scale constructs A paper-based questionnaire was created to facilitate in-depth interviews with eight participants from the University of Finance and Marketing in Ho.
In Chi Minh City, the questionnaire was revised for clarity, and data was collected through direct distribution, email, and Facebook messages to respondents The main survey included a sample size of approximately 300 participants.
SPSS to test Cronbach’s Alpha Then, the data are tested by CFA, SEM in AMOS to test the construct-item relationships, the structural model and the moderator effect of
Conscientiousness serves as the primary method in this study The following chapter will present the results of the data analysis from the main survey.
