to pursue an accounting certificate, focusing on perceived competitive advantage andquantitative analysis, the study elucidates the complex interplay of intrinsic values, subjective norm
INTRODUCTION
Research objectives
This study aims to investigate the influence of acquiring an accounting certificate on the competitive edge of non-accounting students in the job market, while also assessing how it shapes their attitudes towards certification Additionally, the authors seek to explore the wider implications of accounting certification on career choices and the potential career opportunities available to individuals from non-accounting backgrounds.
Evaluating the extent to which possessing an accounting certificate enhances the competitive advantage of non-accounting students.
Examining the perceived competitive advantages of an accounting certificate in gaining a competitive edge in diverse professional fields.
Investigating the factors influencing non-accounting students in choosing a career path after obtaining an accounting certificate.
Analyzing the correlation between having an accounting certificate and specialization of career choices among non-accounting students.
Research questions
The research is conducted with the purpose of answering the following questions:
How do values of possessing an accounting certificate contribute to the perceived competitive advantage of non-accounting students in the job market?
What factors influence non-accounting students with accounting certificates in their career path choices?
How does the acquisition of an accounting certificate impact the decision-making process regarding career paths among individuals with non-accounting backgrounds?
To what extent do people value each factors of having an accounting certificate when considering an accounting position?
Subject and scope of research
Subjective research: The competitive advantage, job attitude that affect Accounting certificate adoption which is analyzed from the viewpoint of non accounting students.
Survey participants: Non-accounting students from multiple universities in Ho
Spatial scope of research: Ho Chi Minh City was the site of the investigation
Data were collected at different times from December 1st to December 30th ) during a period of 4 weeks.
Research method
Both qualitative and quantitative methodologies were used in this thesis Online data collection occurs via Messenger, Instagram, and Zalo.
The research is divided into two main stages:
In qualitative research, prior studies from both local and international contexts are reviewed, data is sourced from real-world applications, a measurement scale is developed, and a draft survey questionnaire is created and translated into Vietnamese.
The formal study employs a quantitative approach, utilizing a questionnaire to gather data Closed-ended survey questions are designed using a 5-point Likert scale, where responses range from 1 (strongly disagree) to 5 (strongly agree) The collected data will be analyzed using Excel 2010.
Meaning of research
This research enhances the understanding of how owning accounting certifications impacts non-accounting major students aiming for careers in accounting, ultimately boosting their competitive edge in the job market.
By analyzing the correlation between accounting certification ownership and competitive advantages in career choices, the study supplements existing theories and clarifies issues previously raised by other research studies.
This research offers practical value to students, especially those from non-accounting backgrounds aiming to enter the accounting profession, while also guiding educational institutions and business recruitment practices It enhances non-accounting majors' understanding of the job market's benefits and competitive opportunities associated with accounting certifications, enabling informed career decisions By grasping real-world labor market demands, educational institutions can optimize their training programs to meet practical needs Moreover, employers can leverage the findings to recognize the significance of accounting certifications, aiding in recruitment and employee development In summary, this research provides valuable insights to students, educational institutions, and employers, highlighting the link between accounting certifications and competitive advantages for non-accounting major learners.
Research structure
This research is comprised of five chapters, and the structure and content of these are outlined as follows:
Chapter 1: Introduction: Introduction to the general topic of the study.
Chapter 2: Literature review and Hypothesis development: Briefly present some domestic and international studies, establish the theoretical foundation, and propose the research model.
Chapter 3: Research Methods: Present the methods used to conduct the research, interpret and encode measurement scales.
Chapter 4: Research Results: Analyze and discuss the evaluation of research results.
Chapter 5: Data analysis and Results: Summarize the research findings and outline the limitations of the study.
LITERATURE REVIEW AND HYPOTHESIS 2.1 Definitions
Subjective norms
The subjective norm, as defined by Shan et al (2013), reflects an individual's perception of the opinions held by significant people in their lives about engaging in specific behaviors This concept, identified by Ajzen (1991), highlights the social pressure that influences decisions to participate in or avoid certain actions Furthermore, Paul et al (2016) emphasized that a customer's behavior is significantly impacted by their immediate social circles, including friends, family, colleagues, and business associates.
Subjective norms refer to the level of support or opposition individuals perceive from significant others regarding their engagement in specific behaviors, particularly in entrepreneurial activities Research on subjective norms often involves assessing how strongly entrepreneurs feel that their family, friends, or colleagues would endorse and engage in such activities (Linan & Chen, 2009; Ajzen, 2001) Ultimately, these norms reflect personal perceptions that are inherently subjective (Fishbein & Ajzen).
Subjective norms, as defined by Wedayanti and Gianlari (2016), refer to the perceptions of influential individuals that shape behavior and the motivation to engage in actions deemed important These norms are closely connected to a person's social beliefs about the opinions of those in their environment and the desire to conform to these viewpoints (Maulana, 2009).
Hanzaee and Ramezani (2011) emphasize that subjective norms are shaped by the expectations of friends and family regarding an individual's behavior towards specific topics This highlights the significant role social relationships play in influencing subjective norms, illustrating the complex interplay of perceptions and expectations from both personal connections and wider societal influences.
Career prospect
Career prospects are influenced by individual perceptions of the job and industry, which are assessed through factors such as rewards, advancement opportunities, and the potential for a successful career In the tourism and hospitality sectors, career prospects are defined by perceptions of promotional opportunities, earning potential compared to other industries, and a careful evaluation of the benefits and drawbacks of working in the field, including the value of investing in higher education for career development.
Numerous studies highlight the crucial role of career prospects in shaping students' decisions to pursue accounting careers Research by Mustapha and Abu Hassan (2012) found a significant positive correlation between career prospects and employment among final-year accounting students at a Malaysian public university Similarly, Abdullah and Zakaria (2006) emphasized that career prospects are a key factor for accounting students when considering employment in public accounting firms Furthermore, van Zyl and de Villiers (2011) identified career prospects as a major motivating factor for accounting majors aiming to become certified public accountants Myburgh (2005) also noted a positive relationship between career prospects and students' intentions to pursue accounting careers, reinforcing its importance as a beneficial influence.
Market considerations
Labor market considerations, as highlighted by Zaid and Ikhwan (2015), involve an individual's assessment of the positive and negative aspects of a workplace, which are vital in employment decision-making These factors significantly influence job selection, steering individuals towards careers that align with their academic backgrounds For example, a student without an accounting degree may opt to obtain an accounting certificate based on these labor market evaluations.
In their research, Siti and Norsain (2022) highlight that individuals consider various factors when selecting employment, with labor market considerations being a significant aspect due to the unique opportunities each occupation offers Malik (2022) defines the labor market as a dynamic interaction between labor supply and demand, which connects job seekers with potential employers Additionally, Lutfiyah et al (2019) emphasize that key labor market factors include job security and the availability of job openings, with job security being particularly vital for the sustainability of one's career.
Labor market considerations require job seekers to carefully evaluate their options before engaging with potential employers Wheeler (1983) highlights four key aspects: labor availability, job security, career flexibility, and promotion opportunities Fields like accounting may present more job opportunities, particularly for students in business, psychology, and education Job security is essential for career longevity, while flexible career options help prevent stagnation Additionally, the potential for career advancement is crucial for achieving higher responsibilities and rewards May Neni et al (2022) further emphasize the importance of job security, employment opportunities, flexible work patterns, and the likelihood of career advancement as indicators of labor market considerations.
Nana and Anim (2019) emphasize crucial factors affecting the labor market, including enhanced job security, accessible job opportunities, and the ease of acquiring employment Key indicators identified by experts in this field highlight the importance of labor availability, job security, and opportunities for career advancement.
Intrinsic value
Intrinsic value is reflected in the pleasure of acquiring new knowledge, reaching important goals, and the aspiration for autonomy in the workplace Research by Jackling, de Lange, Phillips, and Sewell supports these concepts.
A study in 2012 revealed that Australian students show a strong intrinsic motivation for pursuing careers in accountancy, unlike international students, particularly those from Asian backgrounds Research consistently highlights that Asian students possess a significant level of intrinsic motivation, which plays a crucial role in their decision-making when selecting university courses, often driven by personal beliefs centered around intrinsic value.
Intrinsic value refers to the personal satisfaction derived from engaging in specific actions, encompassing factors such as genuine interest, creativity, intellectual challenges, and workplace dynamics (Jackling and Calero, 2006) High levels of intrinsic value are crucial for students considering accounting as a career, as several studies indicate that it significantly influences their decision to major in the field (McDowall and Jackling, 2010; Jackling and Calero, 2006; Tan and Laswad, 2006) Research by Adams et al (1994) emphasizes that a genuine interest in accounting motivates students to pursue this career, a notion supported by Auyeung and Sands (1997), who highlighted the importance of personal interest in selecting a major Collectively, these studies suggest that students with a passion for accounting are more inclined to choose it as a career path Although some earlier research (Paolillo and Estes, 1982; Ahmed et al., 1997) downplayed the importance of intrinsic value in major selection, its significance in students' decision-making regarding accounting cannot be overlooked.
Competitive advantage
A competitive advantage is crucial for strengthening an organization's market position, enabling it to achieve profits by excelling over competitors in areas such as product quality, pricing, cost efficiency, and a strong emphasis on production.
Competitive advantage is the ability of an organization to either lower the costs of value activities or increase the value offered to customers compared to its competitors (All et al, 2018) According to Heizer (2001), it is a system in which a company's advantages outstrip those of its rivals, achieved through the efficient delivery of value to its customers.
Macmillan and Tampos (2000) define competitive advantage as the unique core capabilities of an organization’s administrative or technical subsystem, which create distinct technologies and resources that provide a lasting edge over competitors This advantage consists of characteristics that are difficult to replicate, allowing the organization to excel in client services (Aljaf et al, 2019) Furthermore, competitive advantage stems from the organization’s skill in engaging with its environment to effectively acquire inputs and convert them into valuable outputs for customers, surpassing its rivals (Mohammedamin et al, 2018).
Competitive advantage refers to the unique and sustainable position an organization achieves by executing its operations in a distinct and efficient manner, utilizing internal strengths to offer valuable benefits that competitors cannot replicate (Sadq et al, 2018) This concept is a pivotal development in business administration, emphasizing the ability of an organization to perform tasks in ways that are difficult for rivals to imitate (Wali et al, 2016) To attain competitive advantage, companies must create value by either lowering costs, excelling in sustainable performance, or effectively marketing their products and services (Sadq et al, 2020) Ultimately, competitive advantage makes an organization stand out from its competitors by meeting consumer needs or delivering unique product values, such as high quality, affordability, or distinctive benefits (All et al, 2019).
Theoretical backgrounds
2.2.1 rhe Theory of Planned Behavior (TPB)
The Theory of Planned Behavior (TPB) is a robust framework extensively validated for understanding diverse behaviors, as highlighted by Conner and Sparks (2015), Armitage and Conner (2001), and McEachan et al (2011) In the context of non-accounting students seeking an accounting certificate, TPB integrates key cognitive factors that significantly impact health behaviors, including intentions, expectancy-values, and perceived behavioral control/self-efficacy.
The Reasoned Action Approach (RAA), developed by Fishbein and Ajzen (2010), emphasizes the role of subjective norms and social pressure in shaping behavior Recent research has identified six key predictors of intentions and behavior, suggesting that factors such as experiential attitudes and descriptive norms may influence behavior directly, rather than solely through intentions (McEachan et al., 2016; Conner et al., 2017) Future studies should investigate how modifications to these predictors affect behavior, acknowledging the complexity of manipulating them independently Additionally, incorporating anticipated affective reactions into the Theory of Planned Behavior (TPB) could improve its capacity to account for the impact of affective factors on intentions and behaviors (Conner et al., 2015).
The TPB provides a flexible framework for analyzing the cognitive and social influences on non-accounting students seeking an accounting certificate As this theory develops, researchers can explore the intricate dynamics of these factors and their impact on the decision-making behaviors of these students.
Examining the influence of accounting certification on non-accounting students' competitive advantage requires an understanding of foundational theories, particularly human capital theory, which is endorsed by institutions like the World Bank and OECD for its real-world applications Claudia Goldin (2016) defines this theory as emphasizing the importance of educational investments to boost productivity and skills, aligning with the knowledge economy's focus on valuing educated individuals Korres (2008) argues that inadequate investment in human capital stifles progress in developing countries, linking educational attainment and public spending on education to economic growth The connection between human capital theory and the knowledge economy highlights that investing in education is crucial for skill acquisition and enhancing individual capital.
Tan (2014) emphasizes that education enhances workplace productivity and leads to higher salaries in an ideal labor market This idea has global implications, as organizations recognize that accumulating human capital through education is essential for improving global competitiveness and reducing poverty (World Bank).
Persistent challenges for low-income societies and gender-minoritized individuals have intensified during the COVID era, highlighting the need for a cultural perspective in understanding their navigation of the knowledge economy Criticisms emphasize the lack of this perspective, which is crucial for recognizing disparities faced by minority groups The authors utilize a theoretical framework to analyze how obtaining an accounting certificate can provide a competitive advantage for non-accounting students, focusing on relevant market considerations.
The Expectancy-Value Theory, developed by Jacquelynne Eccles and her colleagues, offers insights into the motivation of non-accounting students pursuing an accounting certificate This theory asserts that individuals' achievement-related choices are influenced by their expectations for success and the value they assign to specific areas For non-accounting students, the decision to pursue an accounting certificate is shaped by their perceived likelihood of success and the value they place on obtaining the certificate The model identifies four components of task value: attainment value (importance of excelling), intrinsic value (enjoyment from the subject), utility value (usefulness for future goals), and cost (trade-offs with other pursuits) These factors are influenced by personal characteristics, such as abilities and experiences, as well as environmental factors, including cultural context and social beliefs.
Non-accounting students' beliefs about their abilities, past experiences, personal goals, and social influences shape their expectations for success and perceived value of obtaining an accounting certificate Research indicates that while expectations for success and task value are distinct, they are correlated, with students valuing domains where they feel competent This correlation suggests that both factors predict achievement-related outcomes; for instance, a student's confidence in their math skills can enhance their performance Additionally, task values influence decisions related to achievement, such as pursuing advanced courses in accounting Ultimately, the Expectancy-Value Theory highlights the importance of competence-related beliefs and values in motivating non-accounting students to seek an accounting certificate, with research reinforcing its relevance in understanding their educational and career decision-making processes.
Prior relevant studies
(I) Determinants of students interest in pursuing professional certifications in Accounting (Rikawati et al, 2020)
This study investigates the key factors that influence accounting students' interest in pursuing certification, revealing that understanding is the primary determinant of this interest Through multiple regression analysis using SPSS version 26, it was found that economic, quality, and career factors do not significantly impact students' motivation to obtain certification The findings highlight the critical role of enhancing students' comprehension of accounting concepts and certification processes, urging educational institutions and policymakers to focus on this aspect to boost student engagement Overall, this research contributes valuable insights into the elements that shape students' interest in accounting certification, emphasizing the importance of understanding as a crucial driver for engagement.
The model that the study used:
Firgure 2 1 Research model of Rikawati et al (2020)
(2) What explains a student’s intentions to pursue a certified professional accountancy qualification? (Gofred et a!., 2018)
This study explores the motivations behind Ghanaian business students' intentions to obtain a Certified Professional Accounting (CPA) qualification, utilizing a survey of 641 students from the University of Ghana Business School Through factor analysis and logistic regression, the research identifies that students' beliefs about accounting qualifications, their academic major, and grade point average significantly impact their CPA pursuit intentions Furthermore, a majority of respondents favor affiliation with the Association of Chartered Certified Accountants The findings emphasize the need for professional accountancy bodies and educators to promote accounting careers among university students in Ghana, highlighting the importance of enhancing undergraduate accounting studies to increase the professional accountant workforce The study innovatively applies behavioral decision theory to clarify the key factors influencing students' decisions regarding CPA qualifications.
The model that the study used:
Firgure 2 2 Research model of Gofred et al (2018)
(3) Factors influence students' choice of accounting major in Cambodian universities (Lim Chhoung Tang Cheaseth Seng, 2016)
This study investigates the factors influencing Cambodian business students' decisions to major in accounting, focusing on guidance, career expectations, perception, and personal characteristics Utilizing questionnaire surveys from four universities and employing statistical methods like the Turkey HSD Post Hoc Test and logistic regression, the research finds that guidance is the most significant determinant, followed closely by personal characteristics Notably, variations among universities reveal that students at the University of Cambodia (UC) show the highest mean scores for guidance and expectations, while those at Pannasastra University of Cambodia (PUC) have the lowest The findings also highlight the growing demand for accountants in Cambodia, driven by economic growth, and emphasize the role of accounting faculty and classes in fostering student interest in the field Ultimately, the paper advocates for encouraging students to pursue accounting degrees to mitigate the shortage of qualified accountants in the country.
The model that the study used:
Firgure 2 3 Research model of Lim (2016)
(4) The Effect of Motivation, Understanding, Attitude, Subjective Norms, Perception Behavior Control on Accounting Student's Intention to Follow Chartered Accountant (CA) Certification (Adiva Salsabila et al., 2022)
This study investigates how motivation, understanding, attitudes, subjective norms, and perceived behavioral control affect accounting students' intentions to pursue Chartered Accountant (CA) certification Utilizing a quantitative explanatory research approach, the research surveyed 98 undergraduate accounting students from various universities in Surabaya, Indonesia, using a Likert scale questionnaire to gather data The findings indicate that motivation and subjective norms significantly influence students' intentions to obtain CA certification, while attitudes and perceived behavioral control have negligible effects Interestingly, understanding negatively impacts students' intentions, albeit insignificantly In conclusion, the study highlights the critical roles of motivation and subjective norms in shaping students' intentions, while understanding, attitudes, and perceived behavioral control exert limited influence.
The model that the study used:
Firgure 2 4 Research model of Adiva Salsabila et al (2021)
(5) Factors influencing intention to get the Vietnamese certified public accountant certificate - An empirical in Can Tho (Nguyen Thuy An et al.)
This study examines the factors influencing the intention of individuals with undergraduate degrees in accounting and auditing in Can Tho City, Vietnam, to pursue Certified Public Accountant (CPA) certification Utilizing the Theory of Reasoned Action (TRA) and the Theory of Planned Behavior (TPB), a research model was developed, and data was gathered from 400 participants through a questionnaire The analysis employed methods such as Exploratory Factor Analysis (EFA), Confirmatory Factor Analysis (CFA), and Structural Equation Modeling (SEM) Findings indicate that exam-related regulations, personal views on the profession, expectations, attitudes towards the exam, and university support significantly enhance the intention to take the CPA exam The study recommends that universities improve awareness by emphasizing relevant knowledge and skills, incorporating real-life scenarios in teaching, and promoting interactions between students and professional organizations through certification workshops Additionally, businesses should revise recruitment policies to favor candidates with strong professional expertise and encourage CPA certification, especially for senior roles or after at least 36 months of experience The study also notes limitations, such as its focus on exam intentions rather than decisions, and suggests the need for future research to develop distinct models for students and working professionals to uncover further influential factors.
The model that the study used:
Research framework and hypothesis development
2.4.1 Relationship between Career prospects and Perceived competitive advantage
Career prospects refer to the likelihood of future success in a chosen profession, influenced by factors such as employment status, educational requirements, salary, and job security A 2014 study from the Netherlands revealed that PhD graduates have a slightly higher employment rate and lower unemployment compared to other university graduates (Statistics Netherlands, 2014) The value of holding a professional certificate can differ by country, and there has been limited research on the perception of career prospects related to accounting certifications Notably, a study by Fox and Stephan (2001) found that accounting students perceive their career opportunities in academia as less promising than those in industry and government.
In the fields of science and engineering, holding an accounting certificate is viewed more favorably for industry jobs compared to academic positions (Roach and Sauermann, 2010) Across different countries, such as Australia and Germany, postdoctoral fellows have varying views on their long-term academic career prospects Australian postdoctoral fellows tend to have a more optimistic outlook (Akcrlind, 2005), while their German counterparts acknowledge the intense competition for academic roles but still consider their own chances of success to be relatively positive.
Research by Fitzcnbcrg and Schulze (2014) indicates that postdoctoral fellows generally have a favorable view of employment opportunities outside of academia However, they recognize that remaining in an academic position may lead to a decrease in these prospects.
Understanding career prospects and competitive advantages is crucial for individuals considering accounting certificates A nuanced approach is required to explore how non-accounting students perceive these advantages in the accounting field The Expectancy-Value Theory (EVT) provides a comprehensive framework for examining decision-making and motivation among these students They assess potential success in accounting by considering job opportunities, salary potential, and the relevance of an accounting certificate to their career aspirations By applying EVT's components, such as expectancy-values and subjective norms, we can gain insights into how non-accounting students form their perceptions of competitive advantages related to pursuing an accounting certificate.
III: Career prospects have a positive effect on Perceived competitive advantage
2.4.2 Relationship between Market consideration and Perceived competitive advantage
When choosing a career path, individuals consider several important factors, with job availability, job security, and opportunities for advancement being paramount Research by various scholars, including Paolillo and Estes (1982) and Cangelosi et al (1985), emphasizes the significance of these elements in career decision-making.
A study by Felton et al (1994) highlighted that students pursuing careers in chartered accounting place significant importance on market-related factors, underscoring the influence of job availability, security, and advancement opportunities on their career choices Understanding these elements is essential for shaping the perceived competitive advantages of obtaining an accounting certificate This insight is crucial for educators, policymakers, and career counselors as they navigate the complexities of career decision-making Therefore, we propose that job market considerations positively affect the perceived competitive advantage of pursuing an accounting certificate.
2.4.3 Relationship between Intrinsic value and Job Attitude
Research by Jackling et al (2012) and other scholars highlights the significant impact of intrinsic motivations on students' career choices in accounting Intrinsic value, which includes enjoyment of learning and personal satisfaction, is crucial in shaping students' attitudes towards accounting careers (Jackling and Calero, 2006) Studies by Adams et al (1994), Tan and Laswad (2006), Auyeung and Sands (1997), and Mauldin et al (2000) confirm that students with high intrinsic value are more likely to major in accounting and pursue it professionally Additionally, the positive influence of attitudes, as noted by Jackling et al (2012), reinforces the importance of intrinsic value in fostering interest in accounting careers This body of research emphasizes that intrinsic motivation is a key driver of positive job attitudes and career intentions among students, underscoring its vital role in their decisions to enter the accounting profession (Paolillo and Estes, 1982; Ahmed et al., 1997).
H3: Intrinsic value has a positive effect on Job Attitude.
2.4.4 Relationship between Subjective Norms and Job Attitude.
Subjective norms refer to the influence of external factors and social pressures that shape an individual's decision-making regarding specific behaviors According to Bobek & H, these norms reflect how individuals perceive the beliefs and recommendations of those around them, ultimately guiding their tendency to either engage in or avoid certain actions (Tan, L M., & Laswad, F., 2006).
Subjective norms refer to an individual's inclination to engage in specific behaviors influenced by the opinions of important individuals or groups within their community (Jogiyanto, H M., 2007) According to Jackling et al (2012), these norms are shaped by the perceived approval or disapproval from significant societal figures They further assert that the Theory of Reasoned Action is based on the premise that individuals evaluate the potential consequences of their actions and align their behaviors with their beliefs regarding these outcomes.
Attitude is an individual's evaluation of the pros and cons of various objects, reflecting their beliefs about the outcomes of specific behaviors (Ajzen & Fishbein, 1980) In the workplace, job attitudes represent a person's inclination towards certain behaviors (Ajzen, 2011) Research by Solikhah (2014) indicates that subjective norms significantly influence job attitudes, which in turn affect the intention to pursue an accounting certificate Similarly, Wardani & Januarti (2015) found that subjective norms also play a crucial role in shaping job attitudes related to obtaining an accounting certificate.
Building on this foundation, the hypotheses to be tested are: ỈỈ4: Subjective norms have a positive effect on Job Attitude.
2.4.5 Relationship between Opportunity cost and Job Attitude.
Opportunity cost significantly influences vocational decision-making, particularly in accounting, affecting individuals' attitudes towards the profession Research by Felton et al (1995) emphasizes the role of non-financial costs, such as limited free time and the challenges of qualification, on students' perceptions of a career in accounting Additional studies by Albrecht and Sack (2000), Bierstaker et al (2004), and Coleman et al (2004) examine how time constraints, the 150-hour rule in the USA, and professional liability shape students' views and opportunity costs associated with entering the accounting field Furthermore, negative events like the Enron scandal have been linked to adverse perceptions of the accounting profession among students Collectively, these findings indicate that high opportunity costs, including time limitations, qualification hurdles, and professional risks, negatively affect students' job attitudes towards accounting careers Addressing these opportunity costs is crucial for improving perceptions and attracting talent to the accounting profession (Sang H Park, 2012).
H5: Opportunity cost has a negative effect on Job Attitude.
2.4.6 Relationship between Perceived competitive advantage and Certificate adoption.
Perceived competitive advantage plays a crucial role in influencing individuals' decisions to adopt certificate programs, as it reflects an organization's ability to deliver unique and valuable benefits that are difficult for competitors to replicate (Sadq et al., 2018) This advantage allows organizations to excel in customer service and meet specific needs, setting them apart from competitors (All et al., 2019) The distinct value proposition created by this competitive edge enhances the perceived value of the certificate offerings, making them more attractive compared to alternatives As noted by Mohammedamin et al (2018), an organization's skill in engaging with its environment to transform inputs into valuable outputs significantly contributes to this competitive advantage Consequently, the impact of perceived competitive advantage on certificate adoption is closely linked to the organization's capability to effectively communicate its unique value proposition to potential candidates, ultimately guiding their decision to pursue certification (Sadq, 2019).
H6: Perceived competitive advantage has a negative effect on Certificate adoption.
2.4.7 Relationship between Job Attitude and Certificate adoption.
Job attitude plays a crucial role in shaping career choices within the accounting profession, as highlighted by Jackling et al (2012) and Solikhah Research by Santos & Almeida (2004) and Pratama (2017) reinforces that positive job attitudes significantly impact students' interest and decision-making regarding accounting careers, particularly when driven by intrinsic motivations A favorable attitude towards the accounting field encourages individuals to pursue certification programs, enhancing their career prospects Those with a positive outlook on their profession are more inclined to seek professional development opportunities, including relevant certifications Ultimately, the influence of job attitude fosters a strong interest in acquiring credentials that enhance skills and qualifications within the accounting industry.
H7: Job Attitude has a positive effect on Certificate adoption.
Research model
Firgure 2 6 Research model by authours
RESEARCH METHOD
Research process
The current thesis utilized a mixed-method approach, integrating both quantitative and qualitative methodologies to enhance the validity and consistency of the research Initially, a comprehensive literature review was conducted to tailor the measurement scale for the constructs under study Each item was then translated into Vietnamese, leading to the formulation of a clear and revised questionnaire Following this, participants in Ho Chi Minh City were interviewed using paper-based methods The collected data was analyzed with SmartPLS 3.2.8, as illustrated in Figure 3.1.
Measurement scale
The study employs modified measurement scales based on prior research to ensure reliability and adherence to standards Key independent variables, including Career Prospect, Market Consideration, Intrinsic Value, Subjective Norm, and Opportunity Cost, are assessed using established methodologies Additionally, the mediators, Perceived Competitive Advantage and Job Attitude, are evaluated with scales from previous studies The dependent variable, Certificate Adoption, is measured using a specific scale, with all variables evaluated through four statements to derive conclusive results.
CPI With an accounting certificate, it is likely that I will be promoted
CP2 With an accounting certificate, it is likely that I will advance to a higher level Christy H Weer
CP3 With this accounting certificate, I unlikely to obtain a higher level job. am
CP4 With this accounting certificate, I will have a high social prestige
With accounting certificate, it gives good advancement opportunities
SN2 With accounting certificate, it gives you powerful authority
Satoshi sugaharra and Gregory Boland (2009)
SN3 With an accounting certificate, it gives you a high income.
With an accounting certificate, it gives you a high initial salary.
JMC1 With an accounting certificate, it offers good level of job availability
JMC2 With accounting certificate, it offers job variety and flexibility in career options
Satoshi sugaharra and Gregory Boland (2009)
JMC3 With an accounting certificate, it ensures job security
JMC4 With an accounting certificate, it provides excellent prospects
IV1 With accounting certificate, it makes me develop my mind and intellectual abilities
With an accounting certificate, it makeSo
IV2 me develop knowledge and skills, which \ s will be useful (2009)
With an accounting certificate, it broadens
IV3 my horizons and face new challenges, challenges my intellectual
IV4 With an accounting certificate, earning power is encouraged.
OC1 You have no time to relax in the first few years from pursuing accounting certificate
Satoshi sugaharra and Gregory Boland (2009)
The time taken to study to have accounting certificate
It costs a lot of money to sit for a accounting certificate exam
Having an accounting certificate requires to absorb personal liabilities for any malpractices.
JAI Pursuing accounting certificate is necessary and important
JA2 You feel excited when pursuing accounting certificate Churchman (2013),
Having accounting certificate is showing responsibility for the accounting occupation
JA4 Having an accounting certificate is an affirmation in the accouting profession
CAI Having the opportunity, you will pursue an accounting certificate
CA2 You have the intention to pursue an Coe (2013) accounting certificate
CA3 You have the plan to pursue an accounting certificate CA4 You will encourage others to pursue an accounting certificate
PC Al With an accounting certificate, it offers a better opportunity
PCA2 With an accounting certificate, it offers a Churchman (2013), more competent expertise Solikhah (2014).
With an accounting certificate, it is highly valued and appreciated
With an accounting certificate, it provides a good long-term earning
Questionnaire design
The questionnaire was organized into three main sections: the first included explanatory notes from students and screening questions to determine eligibility, the second measured research constructs, and the third collected demographic information about the respondents Before finalizing and distributing the questionnaire, a pilot test was conducted, leading to adjustments that improved clarity and comprehensibility.
Qualitative Research Methods
The initial research model and theoretical scale have been developed based on the outlined research objectives, accompanied by a preliminary research framework as detailed in Appendix 01 This framework includes specific questions and statements designed to evaluate participants' perceptions regarding the relevance of the content, timing, and context of the research statements The interview process is divided into two segments: (1) examining the factors that influence the intention to pursue an accounting certificate, and (2) assessing and refining the statements within the research model scale.
Qualitative research through in-depth interviews indicates that career prospects and job market considerations significantly influence the perceived competitive advantage of non-accounting students Participants generally agree that opportunity cost, subjective norms, and intrinsic value impact job attitudes While most respondents support the measurement scale of the proposed variables, some recommend making the questionnaire more specific and clarifying scientific terms for improved accuracy Consequently, the questionnaire has been revised to enhance clarity and simplicity before being distributed to survey participants.
Quantitative Research Method
The quantitative research method utilized a survey questionnaire, which was developed based on qualitative research findings This method is crucial for ensuring the quality and reliability of the study, as it enables the quantification and measurement of data through specific numerical values Key steps in conducting quantitative research include sample design, data collection via surveys, descriptive data analysis, and regression analysis.
The convenient sampling method allows researchers to select easily accessible survey subjects, optimizing time and cost; however, a significant drawback is the inability to determine sampling error due to the lack of a specific sampling list Currently, the appropriate sample size remains undefined, but Hair et al (2006) suggest that for Exploratory Factor Analysis (EFA), the sample size should be at least five times the number of observed variables, necessitating a minimum of 160 samples for this study with 32 variables Additionally, Nguyen Dinh Tho (2011) emphasizes that a minimum observation-to-variable ratio of 5:1 is essential, ideally reaching 10:1, indicating that at least five observations are required for each measurement variable Consequently, we estimate that the minimum sample size should range from 5 to 10 samples per estimated parameter, translating to a minimum of 160 observations.
This study gathered approximately 300 survey responses to ensure a robust dataset for analysis, aiming to address potential shortages, losses, and inadequate responses, while consolidating consumer opinions.
To ensure comprehensive data analysis, it is crucial to verify the accuracy of collected data from response forms by eliminating encoding errors before entering it into Excel 2010 and SPSS 20.0 The analysis process begins with statistical descriptions of the data and screening questionnaires for validity based on response quantity and duplicates Reliability is assessed using Cronbach's Alpha coefficient, where a higher value indicates greater reliability Additionally, exploratory factor analysis (EFA) is conducted to remove unsuitable variables and prevent the emergence of false factors While Cronbach's Alpha measures the correlation among variables, it does not identify which variables should be retained; thus, the correlation coefficient of variables is also utilized to eliminate those that do not significantly contribute to the measured concept (Hoang Trong and Chu Nguyen Mong Ngoc, 2008).
Summary
The research utilized a mixed-method approach, integrating both quantitative and qualitative methodologies The qualitative phase encompassed a literature review, modifications to scales, translation of items into Vietnamese, and the development of questionnaires In the quantitative phase, data was collected via questionnaires and interviews conducted in Ho Chi Minh City, with subsequent analysis performed using SPSS 20.0.
The measurement scales were customized from prior studies to align with the research context, assessing career prospects, market considerations, intrinsic value, subjective norms, and opportunity cost through four statements each Perceived competitive advantage and job attitude served as mediators, with certificate adoption identified as the dependent variable The questionnaire consisted of three sections: explanatory notes and screening questions, measurement of research constructs, and demographic data A pilot test was performed prior to finalization to ensure clarity and comprehension.
The measurement scales and questionnaire design were crucial for ensuring the reliability and validity of the research findings, providing a structured framework for data collection and analysis.
DATA ANALYSIS AND RESULTS
Description of survey form
4.1.1 Cleaning, encrypting, and aggregating survey results
After gathering data through an online questionnaire via Google Forms, the authors proceeded to clean and encode the observed variables This involved processing valid responses while eliminating invalid data, such as incomplete submissions and answer sheets that did not meet the criteria for all questions, before synthesizing the final results.
(Source of results Quantitative research)
Table 4 I Results of the survey sample
Valid quantity earned Valid rale
The survey included a Google form link sent directly to students' Gmail accounts and promoted on student pages of universities in Ho Chi Minh City Out of
Out of 300 responses, 10 were deemed invalid—6 failed to meet the target audience screening criteria and 4 provided identical answers for all questions Consequently, these invalid responses were excluded from analysis The remaining 290 complete response sheets were then processed and analyzed using Excel 2010 and SPSS 20.0 software.
4.1.2 Summary of research sample information
The basic characteristics of the 300 collected and synthesized response sheets are as follows:
(1) According to gender (male/female)
According to Table 4.2, the proportion of males in the survey sample was higher than females, with 53.1% (154/290 responses) of the total 290 research samples being male and 46.9% (136/290 responses) being female.
Table 4 2 Results by gender (unit: person/%)
The survey results, as shown in Table 4.3, indicate that a significant majority of participants, 63.44% (184 out of 290), were aged between 18 and 22 Additionally, participants aged 22 to 27 represented 21.3% (62 out of 290), surpassing the 15.26% (44 out of 290) of respondents who were under 18.
Table 4 3 Results by age (unit: age/%)
The survey revealed that a significant portion of participants, 43.44% (126 out of 290), were undergraduates In contrast, 31% (90 out of 290) had completed a master's degree or higher, while only 13.79% (40 out of 290) were postgraduate students Notably, high school participants represented the smallest group, accounting for just 11.77% (34 out of 290).
Table 4 4 Results by educational level (unit: person/%)
(4) Description of sample by occupation
In a recent study, the majority of participants identified as students, representing 55.51% of the sample (161 out of 290) This was followed by office workers at 21.03% (61 out of 290) and freelancers at 17.24% (50 out of 290), while other careers accounted for 6.22% (18 out of 290).
Table 4 5 Sample structure of survey by occupation
(5) Description of income per month
The income of the surveyed individuals per month were allocated as follows:
- Under 5 million accounted for 24.13% (70/290 responses),
- From 5 to 10 million accounted for 41.37% (120/290 responses),
- From 10 to 20 million accounted for 27.5 8% (80/290 responses),
- Over 20 million accounted for 6.92% (20/290 responses).
Table 4 6 Sample structure of survey by occupation
From 5 to 10 million 120 41.37 From 10 to 20 million 80 27.58
Cronbach's Alpha reliability test of the measurement scale
Once the measurement scales are developed, it's essential to assess their reliability to ensure the accuracy of the survey variables The research team will remove any unsuitable variables to achieve statistically significant outcomes in the evaluation of the measurement scales for further analysis.
In the theoretical foundation chapter, the research team identified 5 factors
This study examines the impact of independent variables, including career prospects, job market considerations, intrinsic value, subjective norms, and opportunity costs, on the dependent variable of certification adoption Two mediator variables, perceived competitive advantage and job attitude, play a crucial role in this relationship The factors analyzed are derived from existing definitions, prior research, and expert recommendations, highlighting the need for scale testing to validate these variables.
Table 4 7 Results of testing the reliability of the scale for the variable Career prospect (CP)
Scale Mean if Item Deleted
Scale Variance if Item Deleted
Cronbach's Alpha if Item Deleted
The Career Prospect (CP) scale demonstrates strong reliability, with a Cronbach’s Alpha of 0.898, exceeding the acceptable threshold of 0.6 This scale includes four observed variables, all of which exhibit a Corrected Item-Total Correlation ranging from 0.752 to 0.802, significantly higher than the minimum requirement of 0.3 Notably, even the variable with the lowest correlation at 0.752 indicates a robust interrelationship among the variables, confirming their effectiveness as reliable measurement tools for assessing Career Prospect in subsequent analyses.
4.2.2 Job Market Consideration (JMC) fable 4 8 Results of testing the reliability of the scale for the variable Job Market Consideration (JMC)
Scale Mean if Item Deleted
Scale Variance if Item Deleted
Cronbach's Alpha if Item Deleted
The Job Market Consideration (JMC) scale demonstrates strong reliability with a Cronbach’s Alpha of 0.879, significantly exceeding the acceptable threshold of 0.6 Additionally, the four observed variables exhibit Corrected Item-Total Correlations ranging from 0.680 to 0.788, all surpassing the minimum requirement of 0.3 The lowest correlation of 0.680 indicates a close relationship among the variables, confirming their effectiveness as reliable measurement tools for Job Market Consideration and supporting their use in further analyses.
Table 4 9 Results of testing the reliability of the scale for the variable Intrinsic value (IV) '
Scale Mean if Item Deleted
Scale Variance if Item Deleted
Cronbach's Alpha if Item Deleted
The Intrinsic Value (IV) demonstrated a strong reliability with a Cronbach’s Alpha of 0.840, exceeding the acceptable threshold of 0.6 This scale includes four observed variables, all of which exhibit Corrected Item-Total Correlation values ranging from 0.417 to 0.788, well above the minimum requirement of 0.3 Notably, the variable with the lowest correlation still achieved a value of 0.417, indicating a strong interrelationship among the variables Consequently, these findings confirm that the observed variables are reliable measures of intrinsic value and are suitable for further analysis.
Table 4 10 Results of testing the reliability of the scale for the variable Subjective norms (SN)
Scale Mean if Item Deleted
Scale Variance if Item Deleted
Cronbach's Alpha if Item Deleted
The Subjective Norms (SN) variable demonstrated strong reliability with a Cronbach's Alpha of 0.911, exceeding the acceptable threshold of 0.6 Additionally, the four observed variables within SN showed a Corrected Item-Total Correlation ranging from 0.779 to 0.822, all surpassing the minimum requirement of 0.3, indicating robust inter-item consistency.
The Total Correlation of 0.779 indicates a strong relationship among the variables in this scale, demonstrating their effectiveness as reliable measurement tools for subjective norms, which will be utilized in subsequent analyses.
Table 4 11 Results of testing the reliability of the scale for the variable Opportunity Cost (OC)
Scale Mean if Item Deleted
Scale Variance if Item Deleted
Cronbach's Alpha if Item Deleted
Opportunity Cost (OC) demonstrates strong reliability with a Cronbach's Alpha of 0.845, exceeding the acceptable threshold of 0.6 Additionally, the four observed variables related to OC show a Corrected Item-Total Correlation ranging from 0.523 to 0.795, with all values surpassing the minimum requirement of 0.3, indicating robust inter-item consistency.
The Total Correlation of 0.523 indicates a strong relationship among the variables in this scale, making them effective measurement tools for Opportunity Cost This high correlation ensures their reliability for use in subsequent analyses.
4.2.6 Perceived Competitive Advantage (PCA) fable 4 12 Results of testing the reliability of the scale for the variable Perceived Competitive Advantage (PCA)
Scale Mean if Item Deleted
Scale Variance if Item Deleted
Cronbach's Alpha if Item Deleted
Perceived Competitive Advantage (PCA): Cronbach's Alpha = 0.913 (> 0.6) observed variable of the Perceived Competitive Advantage (PCA) achieved reliability
The Corrected Item-Total Correlation for the four observed variables ranges from 0.681 to 0.882, all exceeding the threshold of 0.3 The lowest correlation, at 0.681, indicates a strong interrelationship among these variables, confirming their effectiveness as reliable measurement tools for Perceived Competitive Advantage, which will be utilized in further analyses.
Table 4 13 Results of testing the reliability of the scale for the variable Job Attitude (JA)
Scale Mean if Item Deleted
Scale Variance if Item Deleted
Cronbach's Alpha if Item Deleted
The Job Attitude (JA) scale demonstrated high reliability, with a Cronbach’s Alpha of 0.905, exceeding the acceptable threshold of 0.6 The four observed variables exhibited Corrected Item-Total Correlations ranging from 0.677 to 0.852, all surpassing the 0.3 minimum, indicating strong interrelatedness Even the variable with the lowest correlation achieved a value of 0.677, confirming that these variables are effective measurement tools for assessing Job Attitude, ensuring both reliability and suitability for further analysis.
Table 4 14 Results of testing the reliability of the scale for the variable Certificate Adoption (CA)
Scale Mean if Item Deleted
Scale Variance if Item Deleted
Cronbach's Alpha if Item Deleted
The Certificate Adoption (CA) demonstrated strong reliability, with a Cronbach’s Alpha of 0.890, surpassing the acceptable threshold of 0.6 Additionally, the four observed variables exhibited a Corrected Item-Total Correlation ranging from 0.704 to 0.839, all exceeding the minimum requirement of 0.3, indicating robust inter-item consistency.
The Total Correlation of 0.704 indicates a strong relationship among the variables in this scale, demonstrating their reliability as effective measurement tools for Certificate Adoption, which will be utilized in further analyses.
Exploratory Factor Analysis (EFA) Analysis
Exploratory factor analysis (EFA) was performed following the reliability testing of the measurement scale to remove inadequate variables and ensure consistency Utilizing the Principal Components method with Varimax rotation, EFA was conducted on observed variables separately for independent and dependent variables, adhering to specific criteria The Kaiser-Meyer-Olkin (KMO) value must be between 0.5 and 1 (0.5 < KMO < 1), and the significance level should be less than 0.05 A KMO value below 0.5 indicates that factor analysis may not be appropriate for the data, leading to the rejection of the hypothesis that variables are uncorrelated in the population (Hoang Trong & Chu Nguyen Mong, 2008).
To ensure convergence value is achieved, any variable with a factor loading below 0.5 will be eliminated, while the variable with the highest factor loading in a column will be associated with that factor Additionally, to establish discriminant validity, if a factor loading is present in two factors, the distance between these factors must exceed 0.3, and the observed variable with the higher factor loading should be selected.
The variance extracted must be greater than 50%, and the eigenvalue must be greater than 1 to be accepted Factors with eigenvalue < 1 will not summarize information better than variables.
4.3.1 Career prospect (CP) and Job market consideration (JMC)
Table 4 15 KMO and Bartlett’s Test result for Career prospect (CP) and Job market consideration (JMC) variables
Kaiser-Meyer-Olkin Measure of Sampling Adequacy.
Bartlett's Test of Approx Chi-Square
The null hypothesis (H0) posits that the eight observed variables of the hypothesized factors are not correlated According to Table 4.15, the Kaiser-Meyer-Olkin (KMO) measure and Bartlett's test for factor analysis yield a KMO value of 0.825, which is greater than the required threshold of 0.5 and less than 1 Furthermore, Bartlett’s Test shows a significance level of 0.000, which is less than the 0.05 threshold As a result, the null hypothesis can be rejected, indicating a correlation among the variables within the population and validating the appropriateness of conducting factor analysis.
Table 4 16 The total extracted variance for Career prospect (CP) and Job market consideration (JMC) variables
Initial Eigenvalues Extraction Sums of Squared Loadings Rotation Sums of Squared Loadings Total % of Variance Cumulative % Total % of Variance Cumulative % Total % ofVariance Cumulative %
Extraction Method Principal Component Analysis
The analysis revealed a significant eigenvalue of 2.824, indicating the extraction of one principal component from four observed variables This resulted in a total variance extraction of 80.405%, surpassing the 50% threshold, with all factor loadings exceeding 0.5, thereby satisfying the necessary criteria.
Table 4 17 EFA factor matrix for Career prospect (CP) and Job market consideration (JMC) variables
4.3.2 Intrinsic value (IV), Subjective norm (SN) and Opportunity cost (OC)
Table 4 18 KMO and Bartlett’s Test result for Intrinsic value (IV), Subjective norm (SN) and Opportunity cost (OC) variables
Kaiser-Meyer-Olkin Measure of Sampling Adequacy.
Bartlett's Test of Approx Chi-Square
The null hypothesis (H0) posits that the 12 observed variables of the hypothesized factors are uncorrelated According to Table 4.18, the KMO and Bartlett's test results are favorable, with a KMO value of 0.845, which exceeds the threshold of 0.5, and Bartlett's Test significance level at 0.000, indicating strong correlation (Sig < 0.05) Consequently, the null hypothesis can be rejected, confirming the presence of correlations among the variables in the population and validating the applicability of factor analysis.
Table 4 19 The total extracted variance for Intrinsic value (IV), Subjective norm (SN) and Opportunity cost (OC) variables
Initial Eigenvalues Extraction Sums of Squared Loadings Rotation Sums of Squared Loadings Total % of Variance Cumulative % Total % ofVariance Cumulative % Total %0fVariance Cumulative %
Extraction Method: Principal Component Analysis
At an Eigenvalue of 1.643, we extracted one factor from four observed variables using the Principal Component extraction method, achieving a total variance extracted of 73.617%, which exceeds the 50% threshold While all other variables demonstrated satisfactory indices above 0.5, variable IV4 failed to meet this criterion and was subsequently removed A second Exploratory Factor Analysis (EFA) was conducted to reassess the data.
Table 4 20 EFA factor matrix for Intrinsic value (IV), Subjective norm (SN) and Opportunity cost (OC) variables
Rotation Method: Varimax with Kaiser
Normalization. a Rotation converged in 4 iterations.
Table 4 21 KMO and Bartlett’s Test result for Intrinsic value (IV), Subjective norm (SN) and Opportunity cost (OC) variables
Kaiser-Meyer-Olkin Measure of Sampling Adequacy.
Bartlett's Test of Approx Chi-Square
The null hypothesis (HO) posits that the 11 observed variables of the hypothesized factors are uncorrelated However, the results in Table 4.21 reveal a high KMO value of 0.838, which exceeds the acceptable threshold of 0.5, and Bartlett's Test shows a significance level of 0.000, well below the 0.05 benchmark Consequently, the null hypothesis can be rejected, indicating a correlation among the variables in the population and affirming the appropriateness of conducting factor analysis.
Table 4 22 The total extracted variance for Intrinsic value (IV), Subjective norm (SN) and Opportunity cost (OC) variables
Initial Eigenvalues Extraction Sums of Squared Loadings Rotation Sums of Squared Loadings Total % oivanance Cumulative % Total % Of Variance Cumulative % Total % of Variance Cumulative %
Extraction Method: Principal Component Analysis
At an Eigenvalue of 1.642, we identified one factor from four observed variables using the Principal Component extraction method, achieving a total variance extracted of 77.366%, which exceeds the 50% threshold All observed variables demonstrated strong results across three components.
Table 4 23 EFA factor matrix for Intrinsic value (IV), Subjective norm (SN) and Opportunity' cost (OC) variables
Rotation Method Vanmax with Kaiser
4.3.3 Perceived competitive advantage (PCA) and Job Attitude (JA) fable 4 24 KMO and Bartlett’s Test result for Perceived competitive advantage (PCA) and Job Attitude (JA) variables
Kaiser-Meyer-Olkin Measure of Sampling Adequacy.
Bartlett's Test of Approx Chi-Square
The null hypothesis (H0) posits that the eight observed variables of the hypothesized factors are uncorrelated However, the results in Table 4.24 reveal that both the KMO and Bartlett’s test for factor analysis yield favorable results, with a KMO value of 0.841, which exceeds the 0.5 threshold and remains below 1 Additionally, Bartlett’s Test shows a significance level of 0.000, which is less than the 0.05 criterion Consequently, the null hypothesis can be rejected, indicating a correlation among the variables within the population and affirming the appropriateness of conducting factor analysis.
Table 4 25 The total extracted variance for Perceived competitive advantage (PCA) and Job Attitude (JA) variables
Initial Eigenvalues Extraction Sums of Squared Loadings Rotation Sums of Squared Loadings Total % ofvanance Cumulative % Total % of Variance Cumulative % Total % Of Variance Cumulative %
100 000 Extraction Method Principal Component Analysis
At an Eigenvalue of 1.003, the Principal Component extraction method successfully identified one factor from four observed variables, achieving a total variance extracted of 76.203%, significantly exceeding the 50% threshold Additionally, all factor loadings for the variables surpassed 0.5, fulfilling the necessary criteria.
Table 4 26 EFA factor matrix for Perceived competitive advantage (PCA) and Job Attitude (JA) variables
Rotation Method: Varimax with Kaiser Normalization. a Rotation converged in
Table 4 27 KMO and Bartlett’s Test result for Certification adoption (CA) variables
Kaiser-Meyer-Olkin Measure of Sampling Adequacy.
Bartlett's Test of Approx Chi-Square
The null hypothesis (HO) posits that the four observed variables of the hypothesized factors are not correlated According to Table 4.9, the KMO and Bartlett's test results indicate a high level of correlation, with a KMO value of 0.812, which is above the acceptable threshold of 0.5 Furthermore, Bartlett’s Test shows a significance level of 0.000, which is below the 0.05 threshold Consequently, we can reject the null hypothesis, indicating a significant correlation among the variables in the population and confirming the appropriateness of factor analysis.
Table 4 28 The total extracted variance for Certification adoption (CA) variables(Quantitative research results)
Initial Eigenvalues Extraction Sums of Squared Loadings Total % of Variance Cumulative % Total % ofVariance I Cumulative %
Extraction Method: Principal Component Analysis.
The analysis revealed an Eigenvalue of 3.045, indicating that one factor was extracted from four observed variables using the Principal Component extraction method This factor accounted for a total variance of 76.127%, significantly surpassing the 50% threshold, and all variable loadings exceeded 0.5, fulfilling the necessary criteria.
Tabic 4 29 EFA factor matrix for Certification adoption (CA) variables
Results of correlation testing, regression analysis, and model hypothesis testing
4.4.1 Analysis of correlation matrix between variables
Investigating the relationship between the adoption of accounting certificates as the dependent variable and various independent variables is essential for identifying correlations and assessing their strength Prior to performing regression analysis, it is important to evaluate the linear correlation among these variables.
Table 4 30 The matrix represents the linear relationship between the variables in the model
CP JMC IV SN oc PCA JA CA
** Correlation is significant at the 0.01 level (2-tailed).
* Correlation is significant at the 0.05 level (2-tailed).
The correlation matrix illustrates the connections between the dependent variable and each independent variable within the model, along with the relationships among the independent variables.
The study reveals significant correlations between Certificate adoption and various independent variables, including Career prospect (r = 0.651), Job market consideration (r = 0.165), Intrinsic value (r = 0.447), Subjective norms (r = 0.541), Opportunity cost (r = 0.681), Perceived competitive advantage (r = 0.514), and Job attitude (r = 0.566), all with a significance level of p < 0.05 This suggests a strong association among these variables However, the relationship between Job market consideration and Perceived competitive advantage shows a significance value of 0.71, indicating no direct impact These findings support the need for further multiple regression analyses in the proposed model.
4.4.2 Multiple Linear Regression (MLR) Analysis)
Next, the authors performed multiple linear regression analysis to test the research hypotheses and measure the impact of independent variables on the dependent variable using simultaneous regression method.
4.4.2.1 Regression analysis between Career prospect and Perceived competitive advantage
Table 4 31 Table of criteria to evaluate the fit of the model
Std Error of the Estimate
1 ■ 776a 602 600 63729 1.903 a Predictors: (Constant), CP b Dependent Variable: PCA
The analysis of the linear relationship between perceived competitive advantage (PCA) and career prospects (CP) shows a significant correlation, with an R-squared value of 60.2% This indicates that 60.2% of the variation in perceived competitive advantage can be attributed to differences in career prospects.
Table 4 32 ANOVA model fit test
Squares df Mean Square F Sig.
Total 354.729 349 a Dependent variable: PCA b Predictors: (Constant) CB
The ANOVA panel test shows a significance level of 0.000, indicating a strong alignment between the model and the research data This suggests that the interpretation of the regression results is both reliable and precise.
Table 4.32 displays the fit test results for the regression model, highlighting an F-statistic of 525.425 and a significance value of 0.000, which is below the 0.05 threshold As a result, we reject the null hypothesis (H0) of the F test, indicating that the model is significantly influenced by the Career Prospect (CP) factor.
Table 4 33 Table of regression results Coefficients
B Std Error Beta Tolerance VIF
The variation of the Perceived competitive advantage (PCA) variable (dependent variable) is explained by the Career prospect (CP) independent variable:
The regression equation according to the Unstandardized coefficients:
The regression equation according to the Standardized coefficients:
4.4.2.2 Regression analysis between The relationship between Opportunity cost (OC), Intrinsic value (IV), Subjective norms (SN) and Job attitude (JA)
Table 4 34: Table of criteria to evaluate the fit of the model between Job attitude (JA) and Opportunity cost (OC), Intrinsic value (IV), Subjective norms (SN)
Adjusted R Square std Error of the Estimate
1 ,771 a 594 591 I 64936 2.203 a Predictors: (Constant), oc, IV, SN b Dependent Variable: JA
This study investigates the linear correlation between Job Attitude (JA) and three independent variables: Opportunity Cost (OC), Intrinsic Value (IV), and Subjective Norms (SC) The findings reveal an R-squared value of 59.4%, indicating that these three factors collectively explain 59.4% of the variation in Job Attitude.
Table 4 35 ANOVA model fit test
Squares df Mean Square F Sig.
Total 359.576 349 a Dependent Variable: JA b Predictors: (Constant), oe, SN, IV
The ANOVA panel test revealed a significance value (sig) of 0.000, indicating that the model effectively fits the study data and enhances the accuracy of the regression results, as the value is below the standard cutoff of 0.05 Further evaluation using F-statistics, which yielded a value of 71.879 and a corresponding sig of 0.000, also fell below the 0.05 threshold This analysis demonstrates that the interaction of Opportunity Cost (OC), Intrinsic Value (IV), and Subjective Norms (SC) significantly influences changes in Job Attitude (JA), leading us to reject the null hypothesis (HO) of the F test.
Table 4 36 Table of regression results Coefficients
SN 476 056 379 8.516 000 897 1.115 oc -.059 061 -.041 -.972 332 996 1.004 a Dependent Variable: JA
The variation of Job attitude (JA) variable (dependent variable) is explained by the difference of 3 independent variables:
1 Opportunity cost (OC); (2) Intrinsic value (IV); (3) Subjective norms (SN)
The regression equation according to the Unstandardized coefficients:
The regression equation according to the Standardized coefficients:
Three of the variables in this regression model are significant, which is also highly compatible with reality The following are the variables that most affect job attitude:
The regression analysis reveals that the Intrinsic Value (IV) factor, comprising four observed variables (IV1, IV2, IV3, IV4), has a significant positive impact on Job Attitude, with a standardized coefficient of 0.384 This finding is statistically significant at the 5% level, highlighting the importance of intrinsic value in shaping job attitudes in quantitative research.
The Subjective Norms factor (SN), with a standardized coefficient of p = 0.379, demonstrates the second strongest impact on job attitude, as indicated by the regression results This factor, encompassing five observed variables (SNI, SN2, SN3, SN4), has a significant positive influence at the 5% level in the quantitative research findings.
The Opportunity Cost (OC) factor, represented by four observed variables (OC1, OC2, OC3, OC4), demonstrates a significant positive impact on job attitude, with standardized coefficients indicating a value of p = -0.041 This finding is validated at the 5% significance level in the quantitative research results.
4.4.2.3 Regression analysis between Job attitude, Perceived competitive advantage and certificate adoption fable 4 37 Table of criteria to evaluate the fit of the model between Job attitude, Perceived competitive advantage and certificate adoption
Adjusted R Square std Error of the Estimate
1 790’ 625 623 64003 2.124 a Predictors: (Constant), JA, PCA b Dependent Variable: CA
The analysis of the linear relationship between Certificate adoption (CA) and the independent variables Job attitude (JA) and Perceived competitive advantage (PCA) shows a significant correlation The results indicate an R-squared value of 62.5%, meaning that 62.5% of the variation in Certificate adoption can be attributed to the differences in Job attitude and Perceived competitive advantage.
Table 4 38 ANOVA model fit test
Squares df Mean Square F Sig.
Total 378.911 349 a Dependent variable: CA b Predictors: (Constant), JA, PCA
The ANOVA panel test shows a significance level of 0.000, which is below the 0.05 threshold, indicating a strong alignment between the model and the research data Therefore, the interpretation of the regression results is expected to be both reliable and precise.
The regression model's fit test results, shown in Table 4.38, reveal an F-statistic of 288.696 and a significance value of 0.000, which is below the 0.05 threshold As a result, we reject the null hypothesis (HO) of the F test, indicating that the model is significantly influenced by the Certificate Adoption (CA) factor.
Table 4 39 Table of regression results Coefficients
The variation in Certificate adoption (CA) is influenced by the independent variables of Perceived competitive advantage (PCA) and Job attitude (JA), as demonstrated by the regression equation derived from the unstandardized coefficients.
The regression equation according to the Standardized coefficients:
Summary
H7: Job attitude -> Certification adoption 0.291 5.959 0.000 Supported
Chapter 4 presents the results of the research conducted, focusing on various aspects such as the description of the survey form, reliability testing of the measurement scales using Cronbach's Alpha, exploratory factor analysis (EFA), correlation testing, regression analysis, and hypothesis testing.
A survey of 300 participants yielded 290 valid responses after data cleaning and encoding The demographic analysis covered gender, age, education, occupation, and monthly income Reliability testing via Cronbach's Alpha confirmed satisfactory reliability for scales measuring Career Prospect, Job Market Consideration, Intrinsic Value, Subjective Norms, Opportunity Cost, Perceived Competitive Advantage, Job Attitude, and Certificate Adoption Exploratory Factor Analysis (EFA) identified underlying factors, with KMO and Bartlett's Test ensuring the appropriateness of the analysis, retaining factors with eigenvalues above 1 Correlation testing indicated significant relationships between Certificate Adoption and most independent variables Multiple Linear Regression (MLR) analysis revealed that Career Prospect, Intrinsic Value, Subjective Norms, Perceived Competitive Advantage, and Job Attitude significantly influenced Certificate Adoption, while Job Market Consideration and Opportunity Cost did not show a significant impact.
Assumptions of multicollinearity and autocorrelation were tested and met Finally, hypothesis testing confirmed several relationships proposed in the research model, with most hypotheses supported by the data analysis.