INTRODUCTION
Background of the study
Facebook has emerged as a vital communication tool and a significant aspect of daily life for university students globally Since its inception in 2004 by Mark Zuckerberg, Facebook has become a primary platform for young adults and teenagers, with over 68.5% using it regularly to maintain connections with family and friends, especially those living far away The platform facilitates instant messaging and live chat, allowing users to stay informed about their loved ones through status updates, photos, and profile information Research highlights both the positive and negative aspects of Facebook, but it remains an excellent environment for fostering connections and staying updated on the lives of close acquaintances.
Facebook boasts a vast user base, particularly among university students, who dedicate significant time to the platform As reported by Etim and Huynh (2015), Facebook attracted approximately 900 million monthly visitors, accounting for 22% of its traffic in the second quarter of 2014 (Kemp, 2015) Many students leverage Facebook for educational purposes, networking, and various other activities However, previous studies have highlighted the potential for Facebook addiction among students, raising concerns about its impact on education (Zaremohzzabieh et al., 2014) As Facebook continues to grow in popularity, addressing the issue of addiction becomes increasingly important.
In 2015, the landscape of social networking sites showcased Facebook's significant influence, particularly among young users A survey conducted among 3,000 college students in the United States revealed that around 90% actively use Facebook, while 37% engage with Twitter, highlighting the competitive nature of social media platforms and their impact on youth communication.
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, the rise of Web 2.0 tools, particularly social media platforms like Facebook, Skype, and Zing Me, reflects a significant shift in technology adoption among the population, with approximately 41 million internet users constituting 45.2% of the populace (Kemp, 2015) This growth underscores the crucial role of social networking sites in facilitating communication and collaboration Facebook, in particular, has become an essential channel for interaction, with Vietnamese students dedicating substantial time to the platform A report by QandMe in November 2014 revealed that about 47% of Vietnamese Facebook users are over 18, spending an average of three hours daily on the site, while an estimated 660,000 student users were recorded by mid-2014 This raises concerns about the potential impact of excessive Facebook usage on students.
Vietnamese users show a strong preference for online social networking sites, particularly Facebook, as it creates a familiar environment akin to home (Huong, 2010) Research indicates that both bonding and bridging capital significantly influence the development of social networking among individuals Henttonen, Johanson, and Janhonen (2014) highlight that platforms like Facebook not only foster the growth of these social capitals but also improve 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,
The use of the like and comment features on Facebook significantly enhances feelings of connection among users (No name, 2013) This highlights the crucial role of bonding and bridging social capital in motivating individuals to engage with social networking sites, particularly Facebook, in Vietnam.
While social networking sites like Facebook can have positive effects, numerous studies indicate their potential negative impact on academic performance Research by Kabre and Brown (2011) suggests no clear correlation between time spent on Facebook and academic success However, findings by Kirschner and Karpinski (2010) highlight that excessive use of social media can lead to addiction, adversely affecting students' academic outcomes Additionally, Vivian, Barnes, Geer, and Wood (2014) note that students often document their academic experiences on platforms like Facebook Junco and Reynol (2012) further reveal a negative relationship between Facebook usage and overall Grade Point Average (GPA) Supporting this, Abdulahi, Samadi, and Gharleghi (2014) confirm that time spent on networking sites like Facebook is linked to decreased academic performance.
Various factors influence the motivation to use Facebook and other online social networking sites Research by Glass et al (2014) highlights that personality traits such as neuroticism, extraversion, openness, agreeableness, and conscientiousness significantly impact user motivation Additionally, Wu et al (2012) identify social traits like social self-efficacy, social trust, and social capital as key elements driving participation in online social networks Furthermore, studies examining the intention to continue using Facebook fan pages indicate that social capital plays a crucial role in motivating users to engage with these platforms (Lin & ).
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”
Finally, the two concepts have the same meaning
Excessive use of online social networking sites negatively impacts academic performance and influences students' life satisfaction Research by Lewis et al (2011) indicates that middle school students with higher life satisfaction tend to have stronger beliefs in their school activities and better Grade Point Averages Additionally, Diseth and Samdal (2014) found that life satisfaction contributes significantly to learning and academic achievement This highlights the importance of considering both academic performance and life satisfaction in educational contexts Ultimately, this study aims to explore the extent to which academic performance affects students' life satisfaction.
Research problem
Vietnam, much like China, faces challenges in leveraging the benefits of globalization through the internet while controlling information flow (Clark, 2010) Facebook stands out as a prominent social networking site in Vietnam, influencing young people both positively and negatively University professors are utilizing social media to enhance academic discussions and communication, particularly benefiting marketing and informatics students (Nguyen Thi Tuyet Mai & Nham Phong Tuan, 2013) A significant number of students actively use Facebook for communication with peers, advisors, and teachers, impacting their academic performance (Dao Le Hoa An, 2013) However, concerns arise regarding Facebook addiction, which adversely affects daily activities and academic outcomes A report from the Central of Mental Advisory for Children and the Young highlights that many young Vietnamese students are addicted to online gaming and Facebook, leading to negative behaviors and diminished academic performance (Dao Le Hoa An, 2013; Nguyen Hoang Khac Hieu, 2015) Furthermore, students are increasingly spending time on social media and online games at the expense of their studies and direct family interactions A seminar addressing Facebook addiction as a modern societal challenge underscored the detrimental effects of internet and social media overuse among students.
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
Internet addiction negatively impacts children's academic performance and contributes to increased stress in their lives, necessitating careful investigation (Le Minh Cong, 2013).
According to Pham Van Tuan (2011), students' conscientiousness and self-management significantly influence their academic performance and study awareness Students with high levels of these traits tend to better manage their study time and enhance their motivation for improved results While existing studies in Vietnam have explored factors affecting Facebook usage, research on its impact on academic outcomes and university students' life satisfaction is still limited (Le Minh Cong, 2013; Dao Le Hoa An, 2013; DeBrot, 2013).
This study aims to examine the impact of social trust, social self-efficacy, social capital, stickiness, and academic performance on students' life satisfaction Additionally, it explores the moderating role of conscientiousness in the relationship between stickiness and academic performance Ultimately, this research is significant as life satisfaction is considered a key indicator of overall well-being (Lewis et al., 2011).
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 study focuses on university students in Ho Chi Minh City, as they constitute a substantial segment of Vietnam's youth 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
The research involved respondents from various universities, including the 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, and University of Social Science and Humanities Ho Chi Minh City The study was conducted over a period 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 connection between students' life satisfaction and their engagement in learning Understanding these factors can aid in the development of effective teaching strategies and practical policies that enhance educational tools.
This study offers managers and marketers valuable insights into students' motivations for using Facebook, enabling them to develop effective marketing strategies tailored to this audience 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 media sites for personal growth and 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.
LITERATURE REVIEW
Academic performance
Academic performance is assessed through students' self-reported evaluations of each subject completed throughout their studies This performance is quantified by final course grades and the cumulative Grade Point Average (GPA) (Hohmann &).
The Grade Point Average (GPA) serves as a crucial metric for assessing students' academic performance, as highlighted by Grillo (2014) and Minimol & Angelia (2015) In this study, the GPA reflects students' academic achievements from the previous academic year and is utilized to evaluate the variable of academic performance.
Social trust
Social trust represents the connections shared among individuals across various societal dimensions, including economic status, ethnicity, religion, and race It serves as a crucial foundation for fostering cooperation, enabling people to unite for shared and beneficial goals From a developmental perspective, the definition of social trust and its associated benefits have been explored empirically, as noted by Huang, Maassen, and Groot (2011) Their research highlights that social trust is typically assessed using a standard survey question, providing a measurable framework for understanding its formation.
Social trust, defined as the belief in whether most people can be trusted or if caution is necessary in interpersonal dealings, has been a focal point of empirical studies for over four decades (Huang, Maassen & Groot, 2012) In the context of social networking, particularly on platforms like Facebook, social trust plays a crucial role in facilitating interpersonal interactions The effectiveness of communication and the strength of relationships are significantly influenced by the level of trust among users (Wu et al., 2012) Therefore, this study examines social trust as the confidence Facebook users have 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 effectively This concept is crucial as it influences one's confidence in handling stressors, ultimately fostering interpersonal harmony and cooperation (Wu et al., 2012) The foundation of self-efficacy theory was laid by Bandura (1977), who emphasized the importance of individuals' beliefs in their capabilities Further elaborating on this, Froman and Robin (1997) highlighted that self-efficacy perceptions reflect confidence in performing specific behaviors, while outcome expectations relate to the belief that these behaviors will yield desired results.
Self-efficacy reflects an individual's self-confidence and plays a crucial role in managing stress It serves as a valuable resource for coping with stressors, enabling individuals to navigate challenging situations effectively (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 has become a prominent topic in contemporary research, with its applications spanning various fields, including teacher efficacy and student self-efficacy across different 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 the ability to engage in fulfilling social interactions that help initiate, facilitate, and sustain successful relationships (Williams & Galliher, 2006) This concept is particularly relevant in areas such as adult social interactions, counseling for college students, health psychology, and among students studying abroad, as it plays a crucial role in forming and developing new friendships (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 toward their communities, shaping their behavior in online environments like Facebook This study defines social self-efficacy as an individual's confidence in their ability to interact, form friendships, and effectively use social networking platforms for communication.
Social capital
Social capital refers to the valuable social resources found within networks of relationships, which facilitate smoother execution of social practices This broad concept encompasses the advantages derived from these connections, highlighting their importance in enhancing social interactions and activities.
Social capital plays a crucial role in enhancing interpersonal networks by fostering trust, collaboration, and group activities within communities (Jian, 2014; Wu et al., 2012) According to Putnam (2000), social capital emphasizes the importance of interactions among community members, promoting mutual assistance, trust, and behavioral norms, which ultimately contribute to the community's overall development and performance Putnam categorizes social capital into two types: bridging and bonding Bridging social capital facilitates connections among individuals from diverse backgrounds, creating opportunities for the exchange of new information and resources.
Bonding social capital refers to the exclusive support found among close acquaintances, such as family and friends, who offer emotional and physical assistance to each other In contrast, bridging social capital, as defined by Hofer and Aubert (2013), is more inclusive and arises from connections between individuals in different networks, characterized by weaker ties These bridging relationships can be advantageous 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 emerges from robust interpersonal connections, even among those with diverse backgrounds In online communities, individuals connect over shared interests and goals (Ellison et al., 2012) Consequently, social capital encompasses the interpersonal interactions that occur on social networking sites, which can enhance one's social capital This study views social capital 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 playing a significant role in its development, 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 individuals' overall assessment of their lives Additionally, research by Diseth and Samdal suggests that learning and academic achievement significantly enhance life satisfaction.
Academic achievement plays a crucial role in enhancing life satisfaction, highlighting the importance of considering both academic performance and life satisfaction within educational contexts Research indicates a positive correlation between academic performance and life satisfaction, suggesting that improved academic outcomes can lead to greater overall well-being Furthermore, individuals with higher life satisfaction tend to experience longer lifespans, improved health, and potentially greater financial success compared to those with lower life satisfaction levels Consequently, various studies have been exploring the intricate relationship between life satisfaction and educational achievement.
Research indicates that students aged 22 to 24 who achieve higher academic results tend to report greater life satisfaction This correlation between academic performance and life satisfaction is further supported by findings from Kasser (as cited in Diseth & Samdal, 2014), which suggest that achievement goals and academic success contribute positively to overall life satisfaction Therefore, this study aims to explore the extent of the positive impact that academic performance has on life satisfaction, with the hypothesis that improved academic outcomes enhance personal well-being.
H6: Academic performance has a positive influence on life satisfaction.
Stickiness refers to the ability of websites to attract and retain users, as defined by Zott, Amit, and Donlevy (cited in Yang & Lin, 2014) In the context of social networking sites, stickiness encompasses the appeal that encourages individuals to start using or continue engaging with a platform Thorbjornsen and Supphellen (2004) identified two key behaviors that contribute to stickiness: the frequency of visits and the duration of each visit Lin further elaborates that stickiness reflects a user's willingness to return and extend their time spent on a website This concept has been applied across various fields, including e-commerce and blogging (Yang & Lin, 2014) Ultimately, stickiness can be specifically defined as the willingness to return and prolong engagement on platforms like Facebook.
& Lin, 2014) Based on the above-mentioned literature, stickiness is the willingness of university students to return and to prolong to stay on Facebook as a communication and entertainment tool
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) reveals that young adolescents dedicate significant time to social networking sites, engaging with friends' comments, which consequently reduces their study time Furthermore, excessive use of social networks has been linked to increased anxiety and stress among students, ultimately impacting their educational outcomes (Bita, Seyed, Morteza, Mohammad & Ali).
University students often experience anxiety and stress, which can negatively affect their academic performance Research indicates a significant relationship between excessive use of social networking sites and lower academic achievement For instance, a study by Glass et al (2014) found that Chinese students who spend more time on these platforms tend to perform worse academically This is primarily because time spent on social media reduces the time available for studying, completing assignments, and writing essays Additionally, checking Facebook has been shown to be a negative predictor of overall grade point average, albeit with a weak correlation Furthermore, frequent chatting on Facebook Messenger and posting status updates are also associated with lower final grades, as highlighted by Junco & Reynol (2012).
Research in Vietnam highlights the dual impact of social networking sites on academic performance Nguyen Thi Tuyet Mai and Nham Phong Tuan (2013) found that these platforms can positively support students' studies at the Vietnam University of Commerce Conversely, Le Minh Cong (2013) examined the negative effects of social networking and online gaming on high school students' academic achievements Further studies by Nguyen Hoang Khac Hieu (2015) and Debort (2013) emphasized that Facebook can significantly distract students from their studies Consequently, this issue has garnered increasing attention in Vietnam's educational discourse.
A study conducted in 2013 at the Vietnam National University (VNU) - University of Economics and Business found that engagement on Facebook significantly affects students' learning outcomes The research highlights that VNU students often become distracted by captivating stories, comments, and activities on Facebook, leading to negative consequences for their academic performance Consequently, this study aims to investigate the adverse effects of social media stickiness on students' academic results, proposing a hypothesis to explore this relationship further.
H5: Stickiness has a negative impact on academic performance
Social capital, as defined by Hong & Jian (2014), is a social resource embedded in network relationships, significantly influencing the use of social networking sites like Facebook in Vietnam Glass et al (2014) highlight that social capital emerges from individuals' interactions on Facebook, allowing users to leverage available resources to foster relationships Adler & Kwon (2002) suggest that social capital reflects the goodwill individuals have towards one another, serving as a valuable resource Furthermore, Dwiningrum (2013) emphasizes the crucial role of social capital in enhancing group potential and shaping relationship patterns within and between social networks This indicates that social capital is a key factor in building relationships within social networks, where bridging social relationships can enhance engagement and sharing on platforms like Facebook For instance, Rautenbach & Black-Hughes (2012) illustrate how students in electronic group dynamics transition from simple email exchanges to complex interactions among large groups, demonstrating how Facebook can facilitate collaboration Thus, the proposed hypothesis connects bridging social capital with user engagement on social networking sites.
H3B: Bridging social capital has a positive influence on stickiness
Research indicates that youth engaging with platforms like Facebook and Myspace tend to possess higher social capital in both academic and online interactions (Ahn, 2012) These online networking sites serve as tools for young individuals to enhance their social capital through learning, training, and various forms of communication (Hong & Jian, 2014) The findings reveal that different experiences on social networking sites are linked to distinct types of social capital; specifically, time spent online is associated with bridging capital, while the quality of experiences affects bonding capital This study sheds light on how youth navigate social networking platforms and the impact of these experiences on their global connections Ultimately, both bonding and bridging social capital significantly influence users' interactions on social networking sites like Facebook (Hofer & Aubert).
In their research, Hofer and Aubert (2013) highlight Twitter as a significant online networking site, but this study focuses on Facebook, which has emerged as the most influential social networking platform in Vietnam (Dao Le Hoa An, 2013; QandMe, 2015) The findings indicate that both perceived bridging and bonding social capital are positively correlated with Facebook usage Consequently, bonding and bridging social capital positively influence individuals' intentions to use Facebook (Peterson & Johnston, 2015) Based on these insights, the proposed hypothesis suggests a relationship between bonding social capital and user engagement on the platform.
H3A: Bonding social capital has a positive influence on stickiness
2.5.4 Social trust and social capital
At the individual level, people whose prevail form of social capital is the bonding one, or whose social networks are very sparse altogether (Growiec & Growiec, 2014)
Trust, defined by Kaasa (as cited in Lee, Cho & Hwang, 2013) as "confidence in the reliability of others," plays a crucial role in fostering innovation Prior research indicates that higher levels of trust among individuals enhance the generation of ideas through interaction, ultimately leading to improved knowledge and information exchange (Dakhli & De Clercq, as cited in Lee et al., 2013) Strong trust within networks facilitates effective information sharing, which is essential for innovation activities (Widen-Wulff & Ginman, as cited in Lee et al., 2013) Furthermore, positive trust in interpersonal relationships not only provides opportunities for mutual support in social endeavors but also contributes to emotional well-being (Snell).
Social capital is significantly influenced by various factors, with trust serving as a crucial foundation for cooperation Research indicates that social trust not only enhances the quality of education but also positively impacts both bonding and bridging social capital While general trust is closely linked to bridging social capital, distrust correlates with bonding social capital Furthermore, social trust helps to reduce interpersonal tension and conflict, fostering collaboration within communities and promoting harmony In summary, social trust is a key component of social capital, positively influencing its development and functioning.
H1A: Social trust has a positive influence on bonding social capital H1B: Social trust has a positive influence on bridging social capital
2.5.5 Social self-efficacy and social capital
Social self-efficacy is positively influenced by social capital, which plays a crucial role in the emotional development of students This relationship fosters a sense of belonging, enhances well-being, and significantly boosts self-confidence, as highlighted in Dwiningrum's study.
In 2013, theories regarding social self-efficacy suggested that it reflects an individual's confidence in overcoming life challenges, such as learning to use Facebook and forming new relationships.
Ferri, Deakins and Whittam (2009) show that social self-efficacy is one an element to measure social capital Thus, the hypothesis is proposed:
H2A: Social self-efficacy has a positive influence on bonding social capital
Conceptual model
Based on the literature reviews and hypotheses above, the below research model (Figure 2.1.) is proposed to evaluate life satisfaction
Figure 2.1 The Research Model Hypotheses summary
Social trust significantly enhances both bonding and bridging social capital, fostering stronger community ties and broader connections Additionally, social self-efficacy plays a crucial role in promoting bonding and bridging social capital, empowering individuals to engage effectively within their networks Furthermore, bonding social capital is linked to increased stickiness, indicating that strong interpersonal relationships contribute to greater loyalty and retention within social groups.
H3B: Bridging social capital has a positive influence on stickiness
Research indicates that the effect of stickiness on academic performance is less pronounced in individuals with high levels of conscientiousness compared to those with low levels This suggests that while stickiness generally has a detrimental impact on academic performance, conscientious students are better equipped to mitigate these negative effects.
H6: Academic performance has a positive influence on life satisfaction
Chapter summary
In summary, this chapter introduces the proposed research model, grounded in the literature review The model illustrates a positive relationship between social trust and social capital, aiming to enhance the understanding of social capital development.
This article explores the impact of online social capital on university students' use of social networking sites like Facebook, highlighting its influence on academic performance A literature review indicates that students' engagement with Facebook correlates with their academic outcomes, which in turn affects their overall life satisfaction Additionally, the concept of conscientiousness is suggested to play a significant role in the relationship between Facebook usage and academic performance The chapter further defines each concept and presents the study's hypotheses.
This chapter outlines the research design and methodology employed to investigate the relationships among key variables, including social trust, social self-efficacy, social capital, stickiness, academic performance, life satisfaction, and the moderating role of conscientiousness It begins with a description of the research design process and questionnaire formulation, followed by an introduction to the analysis methods Additionally, the chapter provides details on the sampling method and the types of analyses that will be utilized to evaluate the study's findings.
Sampling size
The reliability and validity of the variables were assessed using Cronbach’s Alpha and Confirmatory Factor Analysis (CFA) According to Hair et al (2010), a minimum sample size of 100 is necessary, with at least five times the number of items, resulting in a required minimum of 170 samples for the 34 items in the study However, for Structural Equation Modeling (SEM) analysis, a sample size of 300 is optimal To achieve this, approximately 350 samples were distributed to respondents from various universities.
Data collection and procedure
Approximately 350 questionnaires were distributed to university students in Ho Chi Minh City, focusing primarily on second, third, and final-year students who had prior GPA data Due to incomplete responses, some questionnaires were excluded from the analysis The study faced challenges in establishing a reliable sampling frame for random sampling across all Vietnamese students, leading to the use of convenience sampling for data collection.
Questionnaires were distributed to several universities in Ho Chi Minh City, including the University of Economics, University of Finance and Marketing, Foreign Trade University, University of Technology, University of Law, University of Social Sciences and Humanities, and Ho Chi Minh City University of Medicine and Pharmacy, among others, totaling 350 responses.
A total of 350 questionnaires were utilized in the study, with 50 being directly administered and 300 distributed indirectly Participants who received the questionnaires directly were compensated for their participation Incomplete responses and missing data were excluded from the final dataset, which was consolidated into a single file for analysis All variables and revised items in the research model were assessed using a five-point Likert scale, with ratings ranging from 1 (strongly disagree) to 5 (strongly agree).
The study was conducted in two phases: a qualitative phase and a quantitative phase Initially, a draft questionnaire was developed based on prior research, featuring eight measurement scales: social trust, social self-efficacy, social capital, conscientiousness, life satisfaction, stickiness, and academic performance This draft was then translated from English to Vietnamese To refine the questionnaire, in-depth interviews were held with eight students and one university lecturer In the quantitative phase, the revised questionnaires were utilized to gather data and evaluate both measurement and structural models, as illustrated in Figure 3.1.
Research design
The research model includes eight constructs including two first order constructs
The study measured seven constructs using multiple items, while one construct was assessed with a single item To enhance content validity, all items were adapted from existing literature (Straub, Boudreau & Gefen, 2004) and subsequently 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
Participants were first asked if they use Facebook; those who answered "No" were excluded from the survey The social trust construct, adapted from Wu et al (2014), consists of three items that assess the beliefs of Facebook users when interacting with others on the platform These items are coded with "ST" followed by a number, and the measurement scale can be found 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), consists of four items that assess an individual's confidence in their ability to interact, make friends, and utilize 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 defined as a second-order construct, comprising two first-order constructs: Bonding social capital and Bridging social capital, which include four and five items respectively This concept reflects the overall outcome of an individual's interactions on Facebook, highlighting their ability to utilize the platform's functions and resources to expand their relationships The items are coded with "SC" followed by their respective numbers, and the measurement scale is detailed in Tables 3.3 and 3.4.
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 university students' inclination to revisit and extend their time on Facebook as a platform for communication and entertainment In this study, the stickiness construct was adapted from Yang and Lin (2014) and encompasses four items, each coded with the prefix "Stick" followed by a number The measurement scale used for this construct 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, comprising six specific items These items are labeled with a 'C' followed by their respective numbers, and the measurement scale source is detailed 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, which serves as a quantitative variable This was assessed by prompting students to report their GPA with the statement, "My previous academic year GPA was:", and the data was coded as AP.
In a qualitative study, all items were translated into Vietnamese, and a draft questionnaire was developed using measurement scales derived from prior research (Wu et al., 2014; Yang & Lin, 2014; Chow, 2005; Roose et al., 2012; Hohmann & Grillo).
This study, grounded in the constructs of social self-efficacy, social trust, and social capital as defined by Wu et al (2014), involved delivering a draft questionnaire 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 these interviews was to refine and clarify the measurement scales The final version of the questionnaire comprised seven constructs and thirty-four items, incorporating subscales related to social influence, social self-efficacy, social trust, and social capital, tailored specifically for the college and university context.
The Vietnamese questionnaire was distributed to seven students and one lecturer at the University of Finance and Marketing, resulting in a total of eleven items being revised based on the interviewees' feedback (see Appendix 2) Within the social trust construct, all three items were modified, including the first item, ST1, where 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.
Individuals on Facebook often seek to project an image of helpfulness 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 revised the phrase “very frustrating” to “quite simple.” In relation to the SE4 item, “I quickly figure out how to use Facebook,” one respondent recommended adding “At first,” at the beginning The final revised statement reads: “At first, I quickly figure out how to use Facebook.”
Social capital comprises two primary constructs: bonding and bridging social capital, which include nine items in total Among these, three items underwent revisions The original SC2 item, "There is no one online that I feel comfortable talking to about intimate personal problems," was modified based on feedback from five respondents who recommended changing the phrasing to a more positive perspective and replacing "online" with "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 input from two respondents who suggested altering "The people" for clarity.
The final item, SC4, reflects that the friends I interact with online would support me in difficult times Similarly, SC9 highlights the opportunity to connect with new people consistently Three respondents rephrased this to express that they have the chance to connect and converse with new friends whenever they choose Furthermore, the term "online" in items SC1, SC3, SC5, SC6, and SC8 should be substituted with "on" to enhance clarity and coherence.
Facebook” according to the comments of eight respondents in order to make the items be better described in the Facebook using context
Data analysis
After collecting data, 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 tested using Cronbach’s alpha, which assesses the correlation between observed variables, allowing for 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, beginning with the second-order construct known as social capital Finally, the complete saturated model underwent analysis through CFA.
Structural Equation Modeling (SEM) allows researchers to simultaneously analyze complex interrelationships among multiple dependent and independent constructs By testing the hypotheses related to latent constructs within a proposed model, SEM enables the estimation of path coefficients for each relationship in the structural framework (Kline, 2005; Hair et al., 2010) This approach facilitates a comprehensive evaluation of the hypothesized model.
To evaluate the reliability of scales within a specific sample, it is essential to apply Cronbach’s Alpha coefficient, which should exceed 0.7 (Devellis, 2003) Additionally, the corrected item-total correlation values must be a minimum of 0.3 (Nunally & Bernstein, 1994) to confirm that each item accurately reflects the overall scale (Pallant, 2011) In this study, any variables or items with a Cronbach’s Alpha below 0.7 or an item-total correlation under 0.3 will be excluded.
Composite reliability (CR) is determined using Standardized Regression Weights, with values above 0.7 considered acceptable according to Fornell and Larcker (1981) Furthermore, factor loadings exceeding 0.5 signify that each item significantly contributes to its construct, demonstrating convergent validity as outlined by Anderson and Gerbing (1988) To evaluate discriminant validity, the square root of the Average Variance Extracted (AVE) must surpass the highest correlation between constructs, and the relationships among constructs in the research model should not equal 1.00, confirming that the measurement possesses discriminant validity.
This study employs Confirmatory Factor Analysis (CFA) to define and test construct-item relationships against theoretical models, in contrast to exploratory techniques like principal components analysis, which do not allow for path specification The CFA results indicate model fit when CMIN/DF is below 2 with a p-value under 5%, alongside Goodness of Fit Index (GFI), Tucker and Lewis Coefficient Index (TLI), and Comparative Fit Index (CFI) exceeding 0.9, and Root Mean Squared Error (RMSEA) below 8% Consequently, CFA is deemed more effective for assessing the impact of stickiness on academic performance and the influence of academic performance on life satisfaction compared to exploratory methods.
This study investigates the relationships among key variables including social trust, social self-efficacy, social capital, academic performance, and life satisfaction To assess the significance of these independent variables within the framework model, the Structural Equation Model (SEM) was utilized SEM enabled the testing of the structural model hypotheses and the estimation of path coefficients for each proposed relationship, thereby confirming which hypotheses align with the model.
Structural Equation Modeling (SEM) utilizes a range of statistical models to elucidate the relationships between various latent variables To determine the adequacy of the model, common fit indices are assessed, with an acceptable chi-square to degrees of freedom ratio being less than 2 (Ullman, 2001).
The RMSEA assesses how well a model with optimally chosen parameter estimates fits the population's covariance matrix, with a value below 0.08 indicating a good fit (MacCallum, Browne & Sugawara, 1996) Additionally, results should demonstrate a p-value less than 5%, and GFI, RFI, and CFI values exceeding 0.9 (Bagozzi & Yi, 1988), alongside an RMSEA below 0.08 (Nguyen Dinh Tho & Nguyen Thi Mai Trang, 2008) This study employed AMOS version 22.0 to test the hypotheses and construct a SEM measurement model.
The analysis to test the moderating effect
To explore the moderating effects of conscientiousness, a multi-group analysis using AMOS was conducted, following the methodology outlined by Kline (2005) The analysis involved two stages, starting with the assessment of six conscientiousness items, which were analyzed using SPSS to calculate the median Based on these median values, participants were categorized into two groups: High Conscientiousness (High C) and Low Conscientiousness (Low C) A multiple group analysis was then performed in AMOS, accompanied by an overall chi-square difference test to evaluate the moderating effect A p-value of 0.05 or lower indicated a significant difference between the High C and Low C groups, while a p-value above 0.05 suggested no significant difference between the two groups.
Chapter summary
This chapter outlines the research methodology employed to evaluate the research model and measurement scale constructs A paper-based questionnaire was initially created for in-depth interviews with eight respondents from the University of Finance and Marketing in Ho Chi Minh City, followed by revisions for clarity The primary data collection involved distributing the questionnaire via direct contact, email, and Facebook messages, resulting in a main survey sample size of approximately 300 respondents The data analysis utilized SPSS to assess Cronbach’s Alpha, with further testing conducted through Confirmatory Factor Analysis (CFA) and Structural Equation Modeling (SEM) in AMOS to examine construct-item relationships, the structural model, and the moderating effect of Conscientiousness The subsequent chapter will present the analysis results of the main survey.
RESULT AND DISCUSSION
Data statistical analysis
A formal survey was conducted following in-depth interviews, with a detailed list of participants included in Appendices 1 and 2 Seventeen survey items were revised prior to distribution A total of 300 online questionnaires and 50 hard copies were sent to respondents across 33 universities, resulting in 292 valid responses from students at institutions such as the University of Finance and Marketing, University of Economic Ho Chi Minh City, and Foreign Trade University, among others However, 58 questionnaires were deemed unqualified due to missing information and were excluded from data analysis.
The demographic analysis results, presented in Table 4.1, revealed that 64.73% of respondents were female and 35.27% were male In terms of academic standing, 38.01% were third-year students, 31.85% were fourth-year students, 29.45% were second-year students, and only 0.69% were in their fifth year The distribution of students across different years of study was relatively uniform Additionally, a significant portion of the respondents, 53.42%, were from the University of Finance and Marketing.
In a recent survey, 5.14% of respondents were from the University of Economic Ho Chi Minh City, while 4.79% were from Foreign Trade University Both Ho Chi Minh City University of Law and Ho Chi Minh City University of Medicine and Pharmacy accounted for 2.74% each Notably, over 25% of participants hailed from 26 other universities in Ho Chi Minh City The survey also revealed that 60.96% of respondents spend more than 2 hours a day on Facebook, with 31.16% using the platform for 1 to 2 hours, and only 7.88% spending less than 1 hour daily This indicates that the majority of students are significantly engaged with Facebook.
1 hour a day for Facebook using which occupied 92.12% of respondents in this study In summary, respondents are widely diverse by year of study, university, and gender
Table 4.1 Demographic information of respondents
Year of study Second year
Third year Fourth year Five year
University of Finance and Marketing 156 53.42%
University of Economic Ho Chi Minh City 15 5.14%
University of Technology Ho Chi Minh City
Ho Chi Minh City University of Social Sciences and Humanities
Ho Chi Minh City University of Law 8 2.74%
Ho Chi Minh City Medicine and Pharmacy University
Time spending using Facebook per day
Under 1 hour From 1 to 2 hours Upper 2 hours
Cronbach’s alpha reliability test
All measurement scales were assessed for reliability using Cronbach’s Alpha, except for the academic performance variable, which is quantitative The reliability analysis revealed that all scales met the acceptable threshold, with Cronbach’s alpha values exceeding 0.7 However, one item from the Life Satisfaction scale, LS4, exhibited a corrected item-total correlation below 0.3, indicating a lack of reliability Consequently, deleting the LS4 item significantly improved the Cronbach’s alpha for the Life Satisfaction scale, leading to its removal from the measurement.
Scale mean if Item deleted
Scale variance if Item deleted
Cronbach’s Alpha if Item Deleted Social Trust: Cronbach’s alpha = 0.791
Social self-efficacy: Cronbach’s alpha = 0.761
Social capital – Bonding social capital: Cronbach’s Alpha = 0.773
Social capital – Bridge social capital: Cronbach’s Alpha = 0.838
Scale mean if Item deleted
Scale variance if Item deleted
Cronbach’s Alpha if Item Deleted Stickiness: Cronbach’s Alpha = 0.785
Confirmatory factor analysis (CFA)
The research model's variable distribution exhibited skewness values ranging from -0.858 to 0.265 and kurtosis values between -0.994 and 0.458, as detailed in Appendix 5 These values fall within the acceptable range of [-1; 1].
Maximum likelihood estimation, as outlined by Muthen and Kaplan (1985), was utilized to assess the measurement model and evaluate the measurement variables for each construct Furthermore, the reliability of multi-item scales was determined by calculating the composite reliability coefficient and the extracted variance for each construct, following the methodology proposed by Anderson and Gerbing (1988).
Social capital consists of two key components: bonding social capital and bridging social capital The results from the confirmatory factor analysis (CFA) demonstrated that the measurement model for social capital exhibited an acceptable fit to the data, with a Chi-square value of 50.387 and a corresponding degrees of freedom (df) value.
26 (p-value = 0.003), CMIN/df = 1.938 In addition, comparative fit index (CFI) = 0.977, goodness of fit index (GFI) = 0.962, TLI = 0.968 were higher than 0.9 (Bagozzi & Yi,
The study demonstrated that the model achieved a root mean square error of approximation (RMSEA) of 0.057, which is below the acceptable threshold of 0.08, indicating a good fit (Nguyen Dinh Tho & Nguyen Thi Mai Trang, 2008) All factor loadings exceeded 0.6, confirming the scale's convergent validity The composite reliability scores for bonding social capital and bridging social capital were 0.774 and 0.842, respectively, both exceeding the 0.5 reliability standard Additionally, the confirmatory factor analysis (CFA) revealed that the relationship between bonding and bridging social capital was less than 1.0, supporting the discriminant validity of these constructs (Steenkamp & Van Trijp, 1991) Overall, these results affirm that the measurement scales for social capital are uni-dimensional and have achieved convergent validity.
Figure 4.1 CFA for Social capital
To test convergent and discriminant validity for all constructs in the research model, a saturated model was essential This model is characterized by the estimation of parameters that describe the relationships among the constructs.
The saturated model is presented in Figure 4.2
Figure 4.2 The saturated model before deleting LS3
The model exhibited a Chi-square value of 484.676, with a normalized Chi-square per degree of freedom of 1.574, indicating a good fit as it is less than 2 Additionally, the RMSEA value was recorded at 0.044 All factor loadings for the items exceeded 0.5, confirming the scales' convergent validity.
The LS3 item in the Life Satisfaction Scale was removed due to a factor loading of 0.455 Following this elimination, the model's TLI and CFI values improved to 0.924 and 0.934, respectively, while the GFI value remained below the acceptable threshold at 0.889 A subsequent confirmatory factor analysis (CFA) was conducted on the revised model, with the findings illustrated in Figure 4.3.
Figure 4.3 The saturated model without LS3 (Standardized estimate)
The model fit values were better with a higher GFI of 0.896 Moreover, the TLI and CFI values also increased correspond with 0.931 and 0.940 (Bagozzi & Yi, 1988)
The RMSEA value improved to 0.043, well below the 0.08 threshold, while the chi-square normalized by degrees of freedom decreased to 1.549, indicating a better model fit All factor loadings exceeded 0.5, confirming the scales' convergent validity Consequently, after removing LS3, the model fit values enhanced, and discriminant validity was assessed, revealing that the relationships between constructs in the research model were distinct from 1.00, thereby supporting the findings of Steenkamp and others.
In assessing discriminant validity, it is crucial to verify that the Average Variance Extracted (AVE) for each construct exceeds the correlation between constructs, as outlined by Chin (1998) and Fornell & Larcker (1981) The results, presented in Table 4.3, indicate that all estimated correlation relationships were below 1.0, with significant p-values of 0.000 The composite reliability of the measurement constructs ranged from 0.762 to 0.842, surpassing the acceptable threshold of 0.7 Although the AVE values for social self-efficacy, social capital, stickiness, and life satisfaction fell slightly below 0.5, they still supported convergent validity, with a minimum AVE of 0.446, which is greater than the highest correlation of 0.430, confirming the presence of discriminant validity.
Table 4.3 Measurement correlations, composite reliability and AVE
AVE Square root of AVE
Notes: All correlation were significant with p = 0.000, Model measurement fit: Chi-square 438.34, df = 283, chi-square/df = 1.549, p = 0.000, GFI = 0.896, TLI = 0.931, CFI = 0.940,
The structural model
In Chapter 3, five hypotheses (H1, H2, H3, H5, H6) were tested using a structural model, as illustrated in Figure 4.4 The analysis employed the maximum likelihood method, yielding a chi-square to degree of freedom ratio of 1.629, which is below the threshold of 2 The RMSEA value was 0.046, comfortably under the 0.08 cutoff Additionally, the CFI and TLI scores were 0.929 and 0.921, respectively, exceeding the 0.9 benchmark (refer to Appendix 7) Although the GFI value was slightly lower at 0.890, the model remains acceptable These structural results were instrumental in testing the hypotheses outlined in Chapter 2.
Figure 4.4 The structural model result (Standardized estimate)
For hypotheses 1 and 2, which including H1A, H1B, H2A, H2B as follow:
Social trust significantly enhances bonding social capital, fostering closer relationships within communities Additionally, it positively influences bridging social capital, which connects diverse groups Furthermore, social self-efficacy plays a crucial role in strengthening bonding social capital, empowering individuals to engage effectively within their social networks.
The results summarized in Table 4.4 indicate a significant positive relationship between social trust, social self-efficacy, and social capital Specifically, the regression estimate for social trust and social capital was 0.334 with a p-value of 0.000, suggesting that higher social trust correlates with increased social capital Similarly, the regression estimate for social self-efficacy and social capital was 0.227, also with a p-value of 0.000, indicating that greater social self-efficacy positively influences social capital.
Hypothesis 3: Social capital has a positive impact on stickiness Hypothesis 5: Stickiness has a negative impact on academic performance Hypothesis 6: Academic performance has a positive impact on life satisfaction
Hypothesis 3 assumed that social capital had the positive direct effect on stickiness, the coefficient value was 0.481 and p value was 0.000 (see Table 4.4.) which means the hypothesis 3 was supported Then, hypothesis 5 concluded that stickiness had negative direct effect on academic performance with the coefficient of -0.174 less than 0 and p value was 0.003 (see Table 4.4.) Finally, hypothesis 6 suggested that academic performance had the positive impact on life satisfaction The coefficient (β) was 0.188 and p value was 0.000 (see Table 4.4.) In conclusion, after testing the structural model The results in Table 4.4 indicated that hypotheses 1, 2, 3, 5, and 6 were all supported
Table 4.4 Result of hypothesis testing
Hypothesis Path Result Conclusion β S.E C.R P value
H1 Social Trust Social Capital 0.334 0.074 4.501 0.000 Support
Notes: Model measurement fit: 2 = 475.729, df = 292, chi-square/df = 1.629, p = 0.000, GFI
The analysis to test the moderating effect of conscientiousness
In this study, multi-group analysis in AMOS was employed to examine the moderating effects of conscientiousness on both stickiness and academic performance Groups were categorized into High Conscientiousness (C) and Low Conscientiousness (C) based on a median split, with a threshold set at an average score of 4.0 derived from six items (refer to Appendix 8).
Two structural models were evaluated to explore the relationship between stickiness and academic performance across different groups Model 1 proposed that this relationship varied between the High C and Low C groups, while Model 2 suggested no difference The overall chi-square difference test indicated a significant moderating effect The results revealed that the High C group demonstrated a significant relationship in both models Conversely, for the Low C group, the relationship was not significant in Model 1 but became significant in Model 2 Specifically, Model 1 yielded a chi-square of 833.209 (df = 584, p < 0.001), and Model 2 produced a chi-square of 834.819 (df = 585, p < 0.001) Ultimately, the findings indicated no significant differences between the high and low conscientiousness groups regarding the stickiness and academic performance relationship.
2 = 1.61, df = 1; p = 0.20 > 0.05 Consequently, the hypothesis 4 was not supported
In conclusion, high group and low group of conscientiousness had no difference in influencing on the relationship between stickiness and academic performance.
Discussion
This study explores the connections between social trust, social self-efficacy, social capital, stickiness, academic performance, and life satisfaction among 292 university students in Ho Chi Minh City Previous research in other countries has shown that excessive engagement in online activities, particularly on platforms like Facebook, negatively affects academic performance (Yang & Lin, 2014; Kubey et al., 2009) In Vietnam, earlier studies have highlighted the adverse effects of internet and social media overuse on both job and academic performance (Tran Duc Tuan, 2014; Tuan Dung, 2012) Additionally, research has documented the detrimental impact of Facebook usage on academic success (Le Minh Cong, 2013; Dao Le Hoa An, 2013) The current study aims to further investigate how social capital influences Facebook usage (stickiness) and its subsequent negative effects on university students' academic performance, contributing to the ongoing discourse in the education sector (Dao Le Hoa An, 2013).
In this study, measurement scales were adapted from prior research, incorporating elements of social trust, social self-efficacy, and social capital from Glass et al (2014), stickiness from Yang and Lin (2014), academic performance from Hohmann and Grillo (2014), life satisfaction from Chow (2005), and conscientiousness from Roose et al (2012) To ensure relevance to the Vietnamese student community, these scales were revised based on in-depth interviews with seven students and one lecturer from the University of Finance and Marketing, resulting in the elimination of two items from the life satisfaction scale.
The study revealed that life satisfaction was measured using five items rather than seven, and introduced a second-order construct called social capital, which comprises two first-order constructs: bridging social capital and bonding social capital These findings serve as a valuable reference for future research on life satisfaction among university students, particularly regarding the impact of Facebook and online social networking sites within the Vietnamese student community Based on the results, conclusions were drawn in alignment with the established research hypotheses.
H1: Social trust has a positive influence on bonding and bridging social capital
This study employed a Structural Equation Model (SEM) to evaluate the measurement and structural models, confirming the hypothesis that social trust positively influences social capital, accounting for 36% of its variance Aligning with Putnam's (2000) definition of social capital as networks, trust, and norms that foster cooperation, the findings indicate that higher social trust correlates with increased social capital Specifically, trust is linked to bridging social capital, while distrust pertains to bonding social capital (Aleisina & Giuliano, as cited in Glass et al., 2014) The results demonstrate a significant positive relationship between social trust and social capital, particularly among students who trust the information shared by their Facebook friends, suggesting that greater social trust enhances engagement and strengthens social capital.
H2: Social self-efficacy has a positive influence on bonding and bridging social capital
SEM was also used to test the relationship between social self-efficacy and social capital
Research supports the hypothesis that social self-efficacy accounts for 27.3% of the variance in social capital Previous studies, including those by Ferri, Deakins, and Whittam (2009), highlight social self-efficacy as a key measure of social capital, enhancing individuals' confidence to connect with others on platforms like Facebook (Wu et al., 2012) Structural equation modeling indicates that higher social self-efficacy positively influences social capital Additionally, evidence suggests that a strong self-efficacy correlates with successful outcomes, as a positive mental outlook fosters an individual's ability to achieve success (Covassin & Pero, 2004) Therefore, increased social self-efficacy directly contributes to effective social capital development in online networking environments.
H3: Social capital has a positive influence on stickiness
According to the structural result, social capital had a positive impact on stickiness
The study revealed that social capital accounts for 40.2% of the variance in stickiness, aligning with previous research indicating a strong positive correlation between social capital and user engagement on social media platforms (Raytenbach & Black-Hughes, 2012; Hong & Jian, 2014; Ahn, 2012) Specifically, students with robust social connections on Facebook demonstrated a higher tendency to remain engaged with the site compared to those with weaker social ties.
Social networking sites serve as a powerful tool for expanding one's potential network through the unique features of digital technology (Kuss, 2011) Increased time spent on platforms like Facebook fosters a sense of constant connection among users with their friends and family However, this shift in engagement often leads to more time spent on chatting, commenting, and information searching, rather than engaging in face-to-face conversations.
H4: The moderator effect of conscientiousness on the relationship of stickiness and academic performance
This study found no support for the hypothesis that conscientiousness moderates the relationship between stickiness and academic performance Through multiple group analysis, it was determined that conscientiousness did not influence the strength of this relationship, indicating no significant differences between groups with low and high conscientiousness This finding highlights a limitation of the study, suggesting the need for further research with larger sample sizes to better understand this relationship As more universities adopt credit-based training systems in their curricula, students are required to dedicate additional time to self-study.
The study reveals that respondents primarily follow a credit-based training system at their university, yet many students struggle to balance their academic responsibilities with other activities (Dao Ngoc Canh & Trinh Duy Oanh, 2012) The transition from high school to university presents challenges, as students previously relied heavily on textbooks, whereas university education demands extensive reading of reference materials and self-note-taking (Quynh Anh, 2013) Despite these challenges, university students demonstrate a strong sense of duty and a commitment to their academic success.
However, they may do the wrong method, so that they will not get high academic performance in studying
H5: Stickiness has a negative influence on academic performance
Research indicates that stickiness negatively affects academic performance, accounting for a 19.1% decrease in variance with increased stickiness (see Appendix 7) This finding aligns with previous studies, which demonstrate that excessive time spent on social networking sites correlates with lower academic outcomes (Kuss, 2011; Nham & Nguyen, 2013; Junco & Reynol, 2012; Rautenbach & Black-Hughes, 2012; Glass et al., 2014; Le Minh Cong).
A study conducted in 2013 revealed that students in Ho Chi Minh City who frequently used Facebook tended to have slightly lower academic performance This trend was similarly observed among Chinese students in a 2014 study (Glass et al.) In conclusion, excessive time spent on Facebook can distract students from their studies, ultimately leading to diminished academic results.
H6: Academic performance has a positive influence on life satisfaction
Research indicates that academic performance significantly influences life satisfaction among university students, accounting for 23.4% of the variance in satisfaction levels (Cheung & Chan, 2009; Diseth & Samdal, 2014) Notably, students who dedicate less time to studying and homework report higher life satisfaction, likely due to reduced academic stress (Chow, 2008) Therefore, it can be concluded that improved academic performance correlates with enhanced life satisfaction for university students in Ho Chi Minh City.
This study highlights the significant impact of social trust and social self-efficacy on social capital within online social networks, accounting for 63.3% of the variance in social capital These relationships are consistent across various countries, albeit with differing levels of influence Social capital plays a crucial role in shaping students' beliefs about using Facebook, explaining 40.2% of the variance in user engagement or "stickiness." Consequently, social capital emerges as a key motivator for students to join Facebook However, increased usage of Facebook correlates with adverse effects on academic performance, ultimately diminishing life satisfaction, as academic success positively influences overall life contentment.
Chapter summary
This chapter details the data analysis outcomes related to measurement scales, the research model, and hypotheses testing Initially, Cronbach’s alpha was employed to remove unsuitable items and variables from the model Subsequently, confirmatory factor analysis (CFA) was conducted to ensure the data aligned with the overall population Following these analyses, two life satisfaction items, LS3 and LS4, were excluded The final examination of the research model utilized structural equation modeling, revealing that all hypotheses were supported, except for the moderator construct Notably, social trust and social self-efficacy positively influenced social capital, which in turn positively affected stickiness; however, stickiness negatively impacted academic performance.
The study highlights that academic performance significantly contributes to students' overall life satisfaction The following chapter will provide a comprehensive summary of the discussions, conclusions, implications, and limitations of this research.
CONCLUSION AND IMPLICATION
Key findings
This study explores the factors influencing university students' life satisfaction, revealing that while most hypotheses are supported, conscientiousness does not moderate the relationship between stickiness and academic performance It defines social trust and social self-efficacy as positively impacting social capital, which in turn enhances stickiness—indicating that students with strong relationships on Facebook tend to spend more time on the platform However, increased stickiness correlates with lower academic performance, ultimately leading to reduced life satisfaction Students are drawn to Facebook for its perceived trustworthiness and ease of use, seeking to maintain connections with friends and family while exploring new relationships and information Nevertheless, a higher engagement with Facebook negatively affects their academic results, contributing to diminished life satisfaction.
Research indicates that individuals with high conscientiousness tend to spend less time on social networking sites (Junco & Reynol, 2012) Furthermore, conscientious employees who manage their emotions effectively may achieve higher performance ratings (Goleman as cited in Glass et al.).
In 2014, it was found that conscientiousness significantly impacts university students' academic performance However, this relationship may not be accurately reflected, as conscientiousness was assessed through self-reports, which can lead to misjudgment of one's own traits such as competence, duty, orderliness, achievement orientation, self-discipline, and deliberation Additionally, many respondents were second-year students who had recently transitioned from high school to university life in Ho Chi Minh City, making it challenging for them to fully understand their own levels of conscientiousness Consequently, this lack of self-awareness may explain the absence of significant differences between high and low conscientiousness groups among the students.
Managerial implications
The study highlights the importance of social capital in influencing student stickiness, providing educators with valuable insights By understanding this relationship, educators can develop effective strategies to mitigate the negative impact of stickiness on students' academic performance.
To reduce students' reliance on Facebook during class, educators can implement policies prohibiting its use and organize engaging talk shows on job references, psychological counseling, and extracurricular activities in collaboration with the Youth Union This approach not only captures students' attention but also helps minimize distractions, ultimately leading to improved academic performance As students enhance their academic achievements, they are likely to experience greater life satisfaction.
The study reveals that social capital plays a crucial role in understanding stickiness, with its levels increasing through enhanced social trust and social self-efficacy Notably, social trust significantly influences the growth of social capital.
To enhance social capital among students, the information shared on Facebook must be trustworthy, meaningful, and easily shareable As students engage more with Facebook, it opens a valuable communication channel for managers and marketers to connect with current and potential customers Implementing targeted marketing strategies on the platform can capture students' attention and foster trust, as social media serves as an effective tool for building long-term customer relationships Marketers should prioritize engaging content and leverage celebrity endorsements to maximize impact, while gradually establishing social trust Providing valuable insights positions companies as industry experts, increasing students' trust in their posts This trust not only converts students into customers but also encourages them to share information within their networks, amplifying reach However, it's important to note that excessive Facebook use can negatively affect academic performance and life satisfaction Therefore, marketers in the education sector should promote courses on essential skills like time management to support students' academic success Ultimately, Facebook can be a powerful marketing tool for attracting students and disseminating information effectively.
Facebook has emerged as a leading social networking platform in Vietnam and beyond, offering users enhanced opportunities to connect with familiar individuals However, this increased online interaction may lead to a decrease in face-to-face communication among adolescents, particularly university students, who may face challenges such as limited social spaces or shyness in expressing themselves in person.
Educators can enhance student engagement and academic performance by integrating Facebook as a teaching tool, as many students spend over an hour daily on the platform Implementing effective teaching strategies that leverage Facebook can transform students' academic experiences from negative to positive, ultimately increasing their overall life satisfaction A study conducted at the University of Commerce in Vietnam revealed that when educators establish policies for utilizing Facebook’s features in education, it positively influences students' academic outcomes.
Respondents indicate that while Facebook can be an effective teaching tool, educators should employ it judiciously This caution arises from concerns that students may easily become distracted from their studies when engaging with the platform (Nguyen Thi Tuyet Mai & Nham Phong Tuan, 2013).
High academic performance plays a crucial role in enhancing college students' life satisfaction To achieve better grades and overall well-being, students should limit their time on Facebook and prioritize studying and engaging in meaningful activities Focusing on educational resources can lead to improved GPAs, contributing to greater life satisfaction (Cheung & Chan, 2009; Nguyen Thi Tuyet Mai & Nham Phong Tuan, 2013) Collaboration between educators and students is essential to help mitigate Facebook addiction and foster a supportive learning environment Additionally, the lack of support for the moderator hypothesis indicates that many respondents struggle with conscientiousness or adapting to the credit-based system (Dao Ngoc Canh & Trinh Duy Oanh, 2012; Quynh Anh, 2013) Therefore, early education and guidance from teachers are vital in addressing these challenges from adolescence onward.
5.3 Limitations of the study and future research
The research model developed in this study was based on a comprehensive literature review and validated through an empirical survey However, several limitations must be acknowledged when interpreting the results Firstly, the model was exclusively tested with respondents from universities in Ho Chi Minh City, suggesting the need for future research to include participants from other major cities in Vietnam, such as Hanoi, Da Nang, and Can Tho, which host a diverse student population across various disciplines Secondly, the study relied on measurement scales from existing literature and employed convenience sampling rather than random sampling, which may affect the generalizability of the findings.
Finally, for future research, this study also contributes to the literature by investigating the level impact of factor influencing on university students’ life satisfaction
This study aims to explore the satisfaction levels of both university and high school students regarding their school life, paving the way for future research in this area.
In addition, this study also lead to concern that social characteristics influence the fact that students use Facebook to learn and to guide relative studies
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The Center for Applied Research highlights significant findings on user behavior, emphasizing the evolving dynamics of social media interactions Dao Le Hoa An's 2013 study in the Ho Chi Minh City Pedagogical Research Journal explores the complexities of Facebook user behavior, presenting it as a contemporary challenge for psychology This research underscores the importance of understanding digital interactions in modern psychological contexts For further insights, the complete study can be accessed through the provided link.
Dao Ngoc Canh and Trinh Duy Oanh (2012) discuss key issues in implementing a credit-based training system in their article published in the Saigon University Journal They highlight the challenges and considerations necessary for effective application, providing insights that are crucial for educational institutions looking to adopt this system For further details, the article is available at http://ttptgiaoduc.sgu.edu.vn/vn/nghien-cuu-khoa-hoc/52/mot-so-van-de-ve-dao-tao-theo-he-thong-tin-chi/.
DeBort, D (2013, January 04) Facebook and Learning Thanhnien News Retrieved from http://www.thanhniennews.com/education-youth/facebook-and-learning-18833.html DeVellis, R F (2003) Scale Development: Theory and application (3nd Ed.) California:
The Department of Science Management at Ho Chi Minh City University of Social Sciences and Humanities highlights the growing concern of Facebook addiction as a significant challenge in contemporary society This issue, discussed in their 2013 article, emphasizes the impact of social media on mental health and social interactions, urging the need for awareness and strategies to mitigate its effects For more information, visit their website.
Diseth and Samdal (2014) explored how autonomy support and achievement goals influence perceived school performance and life satisfaction during the transition from lower to upper secondary school Their study highlights the importance of fostering autonomy in educational settings, as it is linked to improved academic outcomes and overall well-being among students By understanding these dynamics, educators can better support students during this critical transition period, ultimately enhancing their educational experience and life satisfaction.
Journal, 17(2), 269-291 doi:http://dx.doi.org/10.1007/s11218-013-9244-4
Dwiningrum, S I A (2013) Nation's character education based on the social capital theory Asian Social Science, 9(12), 144-155
Etim, A S., & Huynh, K (2015) The use of social media and collaborative tools for virtual teaming - A global market reach out by navibank International Journal of
In their 2009 study, Ferri, Deakins, and Whittam explore the measurement of social capital within the entrepreneurial context, emphasizing its significance in fostering community engagement and business success (Journal of Enterprising Communities, 3(2), 138-151) Additionally, Fornell and Larcker (1981) provide a framework for evaluating structural equation models that incorporate unobservable variables and measurement errors, which is crucial for accurate marketing research analysis.
Froman, D., Robin, R N (1997) Response to "bandura's theory of self-efficacy:
Applications to oncology" Scholarly Inquiry for Nursing Practice, 11(1), 39-43
Gecas, V (1989) The social psychology of self-efficacy Annual Review of Sociology, 15, 291-316
Glass, R., Li, S., & Pan, R (2014) Personality, problematic social network use and academic performance in China The Journal of Computer Information
List of in-depth interview’s participants
No Full name Age University
1 Nguyen Ngoc Van 21 Student of University of Finance and Marketing
2 Nguyen Ba Vu 20 Student of University of Finance and Marketing
3 Vu Kim Ngan 21 Student of University of Finance and Marketing
4 Nguyen Thi Thanh Vi 21 Student of University of Finance and Marketing
5 Pham Ngoc Dien 21 Student of University of Finance and Marketing
6 Le Hoai Nam 21 Student of University of Finance and Marketing
7 Dang The Duy 21 Student of University of Finance and Marketing
8 Nguyen Chi Nguyen 29 Lecturer of University of Finance and Marketing
In-depth interview’s refinement measurement scale
Nguyen Ngoc Van 21 years old, University of Finance and Marketing and Nguyen Ba Vu, 20 years old, University of Finance and Marketing
ST1: Generally speaking, would you say that people with whom you interact on Facebook can be trusted
The structure makes the respondents confuse
Respondent suggested to replace “would you say” by “Generally speaking,
I think that I can trust people I interact on Facebook.”
Generally speaking, I think that I can trust people I interact on Facebook
Pham Ngoc Dien, 21 years old; Nguyen Thi Thanh Vi,
21 years old, students of University of Finance and Marketing
And Nguyen Chi Nguyen, 29 years old, lecturer of
University of Finance and Marketing
ST2: People try to be fair on Facebook
The respondents all suggested that the item should be add “I think that…”
I think that people try to be fair on Facebook
Nguyen Ba Vu, 20 years old, University of Finance and Marketing
ST3: People try to be helpful on Facebook
The respondent suggested the item should be revised by
“People on Facebook try to make others think that they are helpful.”
Because they think that what people want to be
People on Facebook try to make others think that they are helpful they want others think of them
Pham Ngoc Dien, 21 years old; Dang The Duy, 21 years old; and Nguyen Thi Thanh
Vi, 21 years old, students of University of Finance and Marketing
SE3: I find changes in technologies very frustrating
The respondent suggested that the item should replace the word
“quite simple” because it will make all of the items have the same positive way of thinking
I find changes in technologies quite simple
Vu Kim Ngan, 21 years old, Student of University of Finance and Marketing
SE4: I quickly figure out how to use Facebook
The respondent suggested that the item should add “At first, ” at the beginning of the sentence
At first, I quickly figure out how to use Facebook
SC - Social capital: Bonding subscale
Le Hoai Nam, 21 years old Dang The Duy, 21 years old, Nguyen Ngoc Van,
21 years old, Nguyen Ba Vu
20 years old – students at University of Finance and Marketing And Nguyen Chi Nguyen – lecturer at
University of Finance and Marketing
SC2: There is no one online that I feel comfortable talking to about imitate personal problem
Respondents suggested to reverse the meaning of this item in order to have the same way of thinking with other items and use
There is someone on Facebook that
I feel comfortable talking to about imitate personal problem
Pham Ngoc Dien, 21 years old; Nguyen Ngoc Van, 21 years old, students of University of Finance and Marketing
SC4: The people that I interact with online would help me if I were broken
The respondents suggested that “The people” should be replaced by “The friends” and the word
“online” should be revised by “on Facebook”
The friends that I interact with on Facebook would help me if I were broken
SC - Social capital: Bridging subscale
Pham Ngoc Dien, 21 years old; Nguyen Ngoc Van, 21 years old, students of University of Finance and Marketing
Vu Kim Ngan, 21 years old, Student of University of Finance and Marketing
SC9: Online, I come in contact with new people all the time
Respondents recommended replacing the phrase "contact with new people all the time" with "I am given the chance to connect and talk to new friends whenever I want." Additionally, they suggested revising the term "Online."
On Facebook, I am given chance to connect and talk to new friends whenever
All of the respondents Items SC1, SC3,
They all agree on using
“on Facebook” instead of “online” to make the items more understandable in the related field of study
Pham Ngoc Dien, 21 years old; Nguyen Thi Thanh Vi,
21 years old, students of University of Finance and Marketing
Vu Kim Ngan, 21 years old, Student of University of Finance and Marketing
Stick3: I would visit Facebook web site as often as I can
The respondents suggested that “as often as I can” should be replaced by “as I have free time.”
I would visit Facebook web site as I have free time
Le Hoai Nam, 21 years old Dang The Duy, 21 years old, Nguyen Ngoc Van,
21 years old, Nguyen Ba Vu
20 years old – students at University of Finance and Marketing And Nguyen Chi Nguyen – lecturer at University of Finance and Marketing
LS3: I would like to change many things in my life
Respondents suggested to reverse the meaning of this item in order to have the same way of thinking with other items
I would not want to change much in my life
Le Hoai Nam, 21 years old Dang The Duy, 21 years old, Nguyen Ngoc Van,
21 years old, Nguyen Ba Vu
20 years old – students at University of Finance and Marketing And Nguyen Chi Nguyen – lecturer at University of Finance and Marketing
LS4: I wish I had a different kind of life
Respondents suggested to reverse the meaning of this item in order to have the same way of thinking with other items
I do not want to change to another kind of life.
Vietnamese questionnaire
BẢNG CÂU HỎI KHẢO SÁT
Tôi tên Nguyễn Thị Thu Hằng, là học viên cao học – Viện Đào tạo Quốc tế,
Trường Đại học Kinh tế TP.HCM đang tiến hành nghiên cứu về "Mạng xã hội: trường hợp sử dụng mạng Facebook ở Việt Nam" Chúng tôi rất mong nhận được sự hỗ trợ từ Anh/Chị bằng cách trả lời một số câu hỏi trong bảng khảo sát Xin lưu ý rằng mọi quan điểm và thái độ đều được coi là thông tin hữu ích cho nghiên cứu, không có ý kiến nào là đúng hay sai.
Tôi xin cam kết đảm bảo tính bí mật những thông tin mà Anh/ Chị cung cấp trong bài khảo sát Xin chân thành cám ơn Anh/Chị
Phần A yêu cầu người tham gia đánh giá các yếu tố ảnh hưởng đến việc sử dụng Facebook, cũng như tác động của việc này đến kết quả học tập và sự thỏa mãn trong cuộc sống của họ Vui lòng đánh dấu (X) vào ô thích hợp để thể hiện mức độ đồng ý của bạn với các phát biểu đã đưa ra.
(1) Rất không đồng ý, (2) Không đồng ý, (3) Trung lập, (4) Đồng ý, (5) Rất đồng ý
1-ST1 Nói chung, những người bạn tôi hay tương tác trên Facebook có thể tin tưởng được
2-ST2 Tôi thấy mọi người có thể tự do tham gia chia sẻ thông tin trên Facebook
3-ST3 Trên mạng Facebook, mọi người thường cho người khác thấy mình là người có ích
4-SE1 Tôi thấy mình có thể sử dụng nhiều tiện ích, ứng dụng có sẵn trên Facebook
5-SE2 Tôi tự tin mình có thể học cách sử dụng những ứng dụng, tiện ích cập nhật mới của Facebook
6-SE3 Tôi nhận thấy những thay đổi trong công nghệ ngày nay khá đơn giản
7-SE4 Khi mới bắt đầu, tôi nhanh chóng học được cách sử dụng Facebook
8-SC1 Bạn trên Facebook tư vấn cho tôi trong những quyết định quan trọng
9-SC2 Bạn trên Facebook làm tôi thấy thoải mái khi chia sẻ chuyện cá nhân
Bạn trên Facebook mà tôi hay tương tác sẽ cho tôi lời khuyên hữu ích khi cần tham khảo việc liên quan học hành, công việc
Bạn Facebook mà tôi hay tương tác sẽ giúp tôi khi tôi gặp khó khăn về tài chính
Bạn Facebook khiến tôi cảm thấy muốn thử làm những điều mới mẻ
Tương tác với những người đang dùng Facebook khiến tôi cảm thấy mọi người trên thế giới luôn gắn kết với nhau
Tôi sẵn sàng dành thời gian để hỗ trợ những hoạt động cộng đồng trên mạng
Tương tác với những người đang dùng Facebook tạo cho tôi cơ hội được làm quen với nhiều người
Tham gia vào mạng trực tuyến, tôi có thể kết nối và trò chuyện với nhiều người mới mà tôi muốn bất kỳ lúc nào
Tôi sẽ truy cập trang Facebook lâu hơn những trang webs khác
Tôi dự định sẽ kéo dài thời gian truy cập Facebook của mình
Tôi sẽ truy cập Facebook khi tôi có thời gian rảnh rỗi
Tôi dự định truy cập Facebook bất cứ lúc nào mà tôi sử dụng internet
21-C1 Tôi nhận thấy mình là người có thể tự mình thực hiện những công việc của bản thân
22-C2 Tôi nhận thấy mình là người gọn gàng, ngăn nắp
23-C3 Tôi nhận thấy mình là người luôn có trách nhiệm với những việc hiện tại của bản thân
24-C4 Tôi nhận thấy mình là người luôn cố gắng cho mục tiêu và thành công của mình
25-C5 Tôi nhận thấy mình là người tuân thủ nghiêm ngặt những quy tắc của bản thân
26-C6 Tôi nhận thấy mình là người luôn biết cân nhắc kỹ lưỡng mọi việc
27-LS1 Cuộc sống của tôi đang diễn ra tốt đẹp 1 2 3 4 5
28-LS2 Cuộc sống hiện tại của tôi vừa đáp ứng đủ nhu cầu của mình
29-LS3 Tôi không muốn thay đổi điều gì trong cuộc sống của mình
30-LS4 Tôi không muốn có cuộc sống khác 1 2 3 4 5
31-LS5 Tôi có một cuộc sống tốt đẹp 1 2 3 4 5
32-LS6 Tôi đang có những gì mà tôi muốn trong cuộc sống
33-LS7 Cuộc sống của tôi tốt hơn hầu hết những người bạn cùng trang lứa
34-AP Điểm số trung bình năm học gần nhất của tôi là (theo thang điếm 10 – ghi bằng số)
Phần B Thông tin cá nhân (bắt buộc)
Xin vui lòng cung cấp một số thông tin cá nhân Chúng tôi cam kết rằng những thông tin này chỉ được sử dụng cho mục đích nghiên cứu của đề tài và sẽ được bảo mật hoàn toàn.
2 Tên trường học □ Trường ĐH Tài chính - Marketing
□ Trường ĐH Kinh tế TP HCM
□ Trường ĐH Bách khoa TP HCM
□ Trường ĐH Ngoại Thương TP HCM
□ Trường ĐH Khoa học – Xã hội – Nhân văn Tp HCM
□ Trường ĐH Luật TP HCM
□ Trường ĐH Y – Dược TP HCM
4 SV khối ngành □ Kinh tế □ Kỹ thuật □ Y, dược □ Khác
5 Tôi là sinh viên năm □ 1 □ 2 □ 3 □ 4 □ 5
6 Anh/ Chị có dùng Facebook không?
7 Thời gian trung bình Anh/
Chị dùng Facebook trong một ngày
English questionnaire
Nguyen Thi Thu Hang, a graduate student at the International School of Business, University of Economics Ho Chi Minh City, is currently conducting research on online social networking, specifically focusing on Facebook users in Vietnam.
Please take a moment to answer the following questions Your feedback is valuable, as there are no right or wrong opinions in this questionnaire; all responses contribute to our research.
I undertake to ensure the confidentiality of the information you provided in the survey
Do you use Facebook? □ YES □ NO
If YES Please continue fulfilling the questionnaire
If NO Thank you for your time You can leave the questionnaire Hope you have a good day!
This study examines the factors influencing Facebook usage and its impact on students' life satisfaction Participants are asked to indicate their level of agreement with various statements by marking (X) in the designated boxes.
(1) Totally not agree (2) Not agree (3) Neutral (4) Agree (5) Totally agree
1-ST1 Generally speaking, I think that I can trust people I interact on Facebook
2-ST2 I think that people try to be fair on
3-ST3 People on Facebook try to make others think that they are helpful
I feel completely capable of using almost all currently available Facebook
5-SE2 I am confident I will learn how to use
Facebook that are due to come out
6-SE3 I find changes in technologies quite simple
7-SE4 At first, I quickly figure out how to use
There is someone on Facebook I can turn for advice about making very important decisions
There is someone on Facebook that I feel comfortable talking to about intimate personal problem
The people I interact with on Facebook would be good job references for me
The friends that I interact with on Facebook would help me if I were broken
Interacting with people on Facebook makes me want to try new things
Interacting with people on Facebook reminds me that everyone in the world is connected
I am willing to spend time to support general online community activities
Interacting with people on Facebook gives me new people to talk to
On Facebook, I am given chance to connect and talk to new friends whenever I want
I would stay longer time on Facebook than other web sites
I intend to prolong my staying on Facebook web site
I would visit Facebook web site as I have free time
I intend to link to Facebook web site every time I am online
21-C1 I see myself as someone who are competent of doing my work
22-C2 I see myself as someone who are orderly
23-C3 I see myself as someone who are dutiful
25-C5 I see myself as someone who are self- discipline
26-C6 I see myself as someone who are deliberate
My life is going well 1 2 3 4 5
My life is just enough for my needs 1 2 3 4 5
I would not want to change much in my life
I do not want to change to another kind of life
I have what I want in life 1 2 3 4 5
My life is better than most kids 1 2 3 4 5
34-AP My previous academic year GPA was
Would you please provide some personal information, I assure you the information you provide only for research purposes and confidential topics
2 School □ University of Finance and Marketing
□ University of Economics Ho Chi Minh City
□ University of Technology Ho Chi Minh City
□ Ho Chi Minh City University of Social Sciences and Humanities
□ Ho Chi Minh City University of Law
□ Ho Chi Minh City Medicine and Pharmacy
4 Major □ Economics □ Technology □ Medicine & Pharmacy
Table of items’ Skewness and Kurtosis
Item Skewness Std Error of
CFA Regression Weights
Standardized Regression Weights: (Group number 1 - Default model)
Estimate BondingSC < - SC 908 BridgingSC < - SC 959
SC1 < - BondingSC 695 SC2 < - BondingSC 660 SC3 < - BondingSC 672 SC4 < - BondingSC 691 SC5 < - BridgingSC 698 SC6 < - BridgingSC 683 SC7 < - BridgingSC 607 SC8 < - BridgingSC 801 SC9 < - BridgingSC 792
Stick4 < - Stick 742 Stick3 < - Stick 722 Stick2 < - Stick 763 Stick1 < - Stick 546
SEM Regression Weights
Standardized Regression Weights: (Group number 1 - Default model)
SC1 < - BondingSC 694 SC2 < - BondingSC 659 SC3 < - BondingSC 670 SC4 < - BondingSC 697 SC5 < - BridgingSC 697 SC6 < - BridgingSC 684
Estimate SC7 < - BridgingSC 609 SC8 < - BridgingSC 800 SC9 < - BridgingSC 792 Stick4 < - Stick 733 Stick3 < - Stick 736 Stick2 < - Stick 759 Stick1 < - Stick 549
Table for Conscientiousness Median Statistics
Results of multi-groups analysis for moderator
Default model 2 (Constrained Model) High C