(TIỂU LUẬN) on extracurricular activities and their impacts on personal life of undergraduates a study of students from national economics university, vietnam

NATIONAL ECONOMICS UNIVERSITY FACULTY OF FOREIGN LANGUAGE DEPARTMENT OF BUSINESS ENGLISH -*** - A RESEARCH On Extracurricular activities and their impacts on Personal life of undergraduates: A study of students from National Economics University, Vietnam Researchers: Phùng Khánh Phương Phan Thị Bảo Nhi Lưu Hà Phương Nguyễn Thế Phong Đào An Nguyên HÀ NỘI, 2022 ACKNOWLEDGEMENT First and foremost, the research would not have been possible without the conscientious support from our instructor, Dr Pham Thi Huong Giang Her dedication is an inspiration to accomplish this research The authors would like to express sincere gratitude to her for providing invaluable guidance and help throughout the whole process It is a great honor for the authors to study under her instruction Secondly, the authors would like to express deep gratitude to friends and respondents for spending valuable time participating in filling in the online survey despite their busy schedules They did help a lot to gather different information, collect data and provide the authors with different ideas in making this research unique Last but not least, the authors would like to thank fellow group members for the stimulating discussions, for sleepless nights working together before deadlines, and for all the fun as well as precious experiences during the last three months LIST OF ABBREVIATIONS ECAs: Extracurricular activities NEU: National Economics University TABLE OF CONTENTS ACKNOWLEDGEMENT LIST OF ABBREVIATIONS LIST OF FIGURES TABLE OF CONTENTS INTRODUCTION Background Purpose Research questions Scope of research Research methodology .8 Research structure .9 CHAPTER 1: LITERATURE REVIEW .10 1.1 Review of concept 10 1.1.1 The concept of ECAs .10 1.1.2 The concept of students’ personal life .10 1.2.3 The involvement theory .11 1.3 Review of previous relevant studies .12 1.3.1 Development of ECAs - Students’ preferences in ECAs 12 1.3.2 Reasons for an increase in the number of students attending ECAs .13 1.3.3 The impacts of ECAs on students’ academic and personal development 14 1.4 Summary .15 CHAPTER 2: FINDINGS AND DISCUSSION 17 2.1 The reasons for students’ participating in ECAs 17 2.1.1 The proportion of students participating in ECAs 17 2.1.2 The reasons for students’ participation in ECAs 20 2.1.3 The degree of satisfaction of students when participating in ECAs .21 2.2 The impacts of ECAs on students’ personal life 22 2.2.1 Students’ benefits of engaging in ECAs 22 2.2.2 Challenges faced by students in engaging in ECAs 24 2.3 Methods students are using to participate in ECAs effectively 27 2.3.1 The frequency of participating in ECAs 28 2.3.2 Effective methods to manage time for ECAs 29 2.3.3 Attention paid to ECAs by Vietnamese students 30 2.4 Conclusion 31 CHAPTER 3: RECOMMENDATIONS 33 3.1 For students who are participating in ECAs .33 3.2 For students who not participating in ECAs 35 CONCLUSION 37 Limitations 37 Recommendations for further studies 37 REFERENCES 38 APPENDIX 40 Questionnaire .40 LIST OF FIGURES Figure 2.1: The percentage of ECAs participation among students 17 Figure 2.2: The importance of participating in ECAs 18 Figure 2.3: Level of importance of each type of ECAs 18 Figure 2.4: Reasons for participating in ECAs .20 Figure 2.5: Degree of satisfaction when participating in ECAs 21 Figure 2.6: Students’ benefits of engaging in ECAs 23 Figure 2.7: Challenges faced by students in participating in ECAs 24 Figure 2.7.1: Challenges faced by students in participating in ECAs 25 Figure 2.7.2: Challenges faced by students in participating in ECAs 26 Figure 2.7.3: Challenges faced by students in participating in ECAs 27 Figure 2.8: The frequency of engaging in ECAs among students 28 Figure 2.9: Effective methods to manage time for ECAs .29 Figure 2.10: Attention paid to ECAs by Vietnamese students .31 INTRODUCTION Background Previously in the 2000s, Vietnamese students tended to focus on their studying path and spent most of their free time or vacations on resting Concurrently, just a very few ECAs were being offered in schools, colleges and universities and the main activity was only volunteer one In that period of time, few students were active participants of societies inside and outside their academic environment However, a significant increase in students’ participation has been witnessed recently, with a vast variety of ECAs, ranging from academic to entertaining ones From 2010, taking part in ECAs has been extremely prevalent among the undergraduates, especially in the active university like NEU In this school, there are about 50 clubs with different purposes which have been attracting a very huge number of students participating As researchers, we are completely curious about the reasons why there is an increase in students participating in ECAs, instead of just focusing on studying as in the past This is also an interesting study to know how ECAs affect students’ personal life when they choose to engage in them More importantly, ECAs are currently becoming a significant factor to have a stable career and to be a global citizen Various companies are now setting an advanced and high standard to take on their fellow employees, and being active in taking part in the social activities will be superior to students in job seeking We sincerely take this one into consideration, thus, this study would aim to make a further investigation into participating in ECAs and clarify the impacts of it on our personal performances Purpose During the past century, there has been ample research pertaining to ECAs, however, those research didn’t center specifically on the impacts on personal life of undergraduates Therefore, the purpose of the research was to address the relationship between ECAs and their effects on students’ life This study aims to get the insight of current situation and the popularity of ECAs among undergraduates, acknowledge why students involved in and their expectations of ECAs, examine positive and negative impacts of ECAs on personal life of students, and discover how students balance between ECAs and their personal life Research questions - Why students consider engaging in extracurricular activities? - How extracurricular activities positively and negatively affect students’ personal life? - How students manage their time to participate effectively in both activities ? Scope of research This research is carried out in National Economics University, Hanoi between December 2021 and January 2022 to ensure the latest statistics The scope of this research is 102 students in different departments, aged from 18 to 22 responding to online surveys Research methodology Statistics of this research were collected through quantitative method using the questionnaire distribution To obtain the data, online surveys on Google form with multiple options were randomly responded by a population To be exact, this study aims to explore students' participation in ECAs and their impacts on the personal life of these participants The chosen population is the undergraduate students of National Economics University in Vietnam between December 2021 and January 2022 To precisely measure the effect of ECAs, a valid set of elements were included in the data collecting step The questionnaires contain sections The first section is designed to gather basic information such as field and year while the second section consists of enquiry questions The questionnaire is assessed by a point Likert Scale, from meaning "strongly disagree" to meaning "Strongly agree", followed by Yes/No questions, which is the determination of different paths The Yes path leads to multiple tickboxes including reasons to participate in ECAs, benefits and drawbacks of these whereas the other one conveys a flexible long answers box All the collected data in the questionnaire was validated Research structure Introduction - introduces the study with the background, purpose, research questions, scope, research method and the structure of the study Chapter I: Literature review - includes an examination of models and theoretical frameworks that have previously been presented to the research field This chapter contains definitions of main concepts, which are the concept of ECAs and students’ personal lives This chapter also reviews the relevant studies of the development of ECAs as well as the students’ preferences in those activities, explains why there are more and more students taking part in out-of-school activities, and presents the impact of those activities on students’ academic achievements and personal developments Chapter II: Findings and Discussion - shows data analysis The chapter discusses why students participate in ECAs, identifies the benefits and negative impacts on students’ personal lives Moreover, this chapter contains an examination of students’ time management in order to balance both personal life and ECAs Chapter III: Recommendations - provides recommendations to help students participate in ECAs effectively, without being negatively affected in their personal life Additionally, this chapter also provides recommendations for students who are not participating in ECAs currently, to help them acquire better orientation in participating in ECAs Conclusion - specifies the limitations of the study and offers some recommendations for further studies CHAPTER 1: LITERATURE REVIEW To serve the purpose of our study, this literature review aims to get a better insight into the term ‘extracurricular activities’ and examine the current popularity of those activities again, as well as types of activities students nowadays go for by latest studies In addition, it also focuses on the impacts of ECAs on students’ personal life including different fields like their mentality, academics, skills… and some possible solutions for students to take part in these ECAs healthily 1.1 Review of concept 1.1.1 The concept of ECAs There are an array of ways to define ‘extracurricular activities’ Yadav (2016) suggests that “extracurricular activities are those that fall outside the realm of the normal curriculum of colleges, performed by students” Extracurricular activities are available for all students, of all ages (Yadav, 2016 p.104) However, Yadav (2016) claims that volunteer activities aren't always ECAs and we not totally agree with this notion as they are pursuits outside the classroom as well Besides, Donelly and his co-researchers (2019) assume in their research that ECAs, “together with the associated terms ‘out-of-school’ activities, ‘super-curricular’ and ‘co-curricular’ activities, are broad ‘catch-all’ terms, often used to represent a multitude of activities across musical, artistic, sporting, social and academic domains” Both individual activities and team-based activities are taken into account in the definition (Donelly, et al., 2019) This definition of ECAs seems to fit with our research most because it can cover the general meaning and related terms with ‘extracurricular activities’ without leaving out any kinds of activity as the definition from Yadav (2016) 1.1.2 The concept of students’ personal life Personal life is defined as a course or a state of an individual's life, especially when regarded as the total personal choices contributing to one's personal identity (Baker & Mareen, 2010) To be exact, what a person does in his/her free time is his/her personal life May and Nordqvist (2019) pointed out that “ 'personal life' encompasses a broad range of issues, the following of which are examined in this book: the significance of couple relationships and relatedness; the role that friendships play in our lives; how personal life changes across the life course; the role that material culture and consumer culture play in people's lives, and how new consumption patterns have influenced our relationships to our bodies; the meanings attached to and the distinctions drawn between the 'private space of the home and public spaces, and the significance of these to personal life; and the interconnections between personal lives and politics” Personal life in this research is attached to that of essential ECAs types, respectively, in terms of importance, whereas sports-related ECAs are regarded as least important of all Besides, several motivations are identified as reasons for students’ participation in ECAs, including learning and practicing skills, personal interests, improving their CV for scholarships/ working purposes while less common reasons are suggestions from acquaintances, suggestions from social media sites and familial tendencies Regarding the benefits of ECAs participation, the majority of students are highly satisfied with their experiences as they have learned and obtained more skills and knowledge that are suitable for their personal orientations Concurrently, students also have the chance to explore their potential career pathways while gaining more networking opportunities On the other hand, many students suffer from peer pressure, which can impact a student’s self-esteem and self-concept Moreover, participating students counter a major difficulty regarding stressful working environments resulting in an imbalance between their personal life and work According to the analysis of students’ participation, the average time allocated to ECAs ranged from hours to hours per week These findings emphasized that besides concentrating on their study, students in Vietnam are now considering getting involved more in out-of-class activities Therefore, when being queried about the methods to manage ECAs participating time, it was mostly favourable that contemplating choosing the most suitable activities was the top-priority In general terms, personal preferences and suitablities were taken into consideration in the first place Moreover, it was recorded that Vietnamese students were more attentive to ECAs as the previous claim As a result, the conclusion derived from the information was that there would be a high expectation of the increase in the number of students engaging in ECAs in Vietnam in the forthcoming future CHAPTER 3: RECOMMENDATIONS Based on the previous data analysis, the authors have acknowledged that there are still students dealing with adverse effects from participating in ECAs, as well as negative methods they use to balance between ECAs and personal life Therefore, this chapter provides recommendations to help students participate effectively in ECAs without interfering with their personal life This chapter also contains recommendations for students who are not currently participating in ECAs, in order to help them acquire better orientation about ECAs 3.1 For students who are participating in ECAs  Consider thoroughly before participating in ECAs It is necessary that before engaging in ECAs, college students need to consider vital factors thoroughly, such as their potentials, the span of time they can invest in ECAs without negatively affecting personal life, the orientation for their major in the future, whether these factors are compatible with types and the number of ECAs they may take part in or not Through this process, students can make lucid decisions about participating in ECAs instead of choosing randomly or following the trend of their peers, and then ending up with being overwhelmed and wasting their time in unsuitable activities College students can carry out this considering process in various ways up to their preferences However, the authors would offer the recommendation that students should perform SWOT (Strength -Weakness - Opportunities - Threats) analysis about themselves and elements of their desired ECAs before choosing to participate The reason is that if they are fully aware of their strengths and weaknesses, as well as whether these factors may have the opportunity to develop or any threats in the activities students may engage in, participating in ECAs can act more appropriately and effectively In other words, students can avoid dealing with negative impacts when participating in ECAs  Comply with prearranged schedule Through the survey, the authors have realized that there is still a large number of students who have not balanced well between participating in ECAs and their personal life This situation does exert detrimental impacts on students’ both physical and mental health as the above-mentioned analysis Therefore, it is strongly recommended that when engaging in ECAs, college students should have a suitable schedule in advance This timetable is supposed to contain detailed amount of time in a day that students may invest in academic assignments, ECAs and personal life such as resting or entertaining It should also contain “curfew time” for ECAs to avoid interfering with personal life, especially students’ sleeping time Apart from writing down the schedule on paper material, there are some valuable websites that help to create an online schedule, which can be listed including Google Calendar, Notion, Evernote, Collar Note, Trello Students can switch flexibly between paper and websites to prepare a proper schedule and follow it to manage time and participate in ECAs effectively  Promote the positive environment of ECAs According to the information the authors have collected, many students cannot manage time when participating in ECAs as there is an array of tasks and deadlines each day for them Additionally, they even have to cope with peer pressure Therefore, Freeman (2017) claims that creating a positive environment of ECAs for students is crucial What is to say, founders or leaders of those activities are supposed to allocate the number of tasks for each member appropriately, instead of laying the responsibility on specific individuals Moreover, regular training sessions are recommended for all students participating in ECAs These sessions can help individuals catch up with other members, especially in the ECAs involved in academic performance or specific skills, and hence avoid peer pressure as well as meet the demand of ECAs they are engaging in Last but not least, bonding members in ECAs is necessary as it helps to bridge the gap between members, then they may be on good terms and help each other develop skills or knowledge  Clear orientation about ECAs for students Regarding the aid from university administrators, the authors would recommend that there should be annual orientation sessions, especially for freshmen, with a view to providing college students with complete comprehension about ECAs Through this activity, students can establish a clear and proper four-year plan for themselves in case they intend to engage in ECAs To be more specific, these necessary sessions should include advice to orient students with their plan in academic classes, ECAs, personal life and other activities There are also various ways to carry out orientation sessions for college students The authors would offer some proper ones below for university to perform those sessions: - Talkshow from teachers and seniors with experiences in balancing between ECAs and personal life, sharing their useful advice for students about ECAs - Run a Club Fair day to help students get to know more about clubs and ECAs in their university Therefore, they can make better decisions when choosing ECAs to participate in - Open online Advisory Service or offline Consultancy Room with professors who are available to answer questions from students about issues they deal with when participating in ECAs 3.2 For students who not participating in ECAs Our questionnaires’ data showcases that nearly a third of the population does not any ECAs, in which 60% of them intend to ECAs in the future and 26.7% of them remain unsure The pieces of advice below aim to pave the way for these students to have a straightforward path in doing ECAs  Select suitable ECAs Because of the vast variety of ECAs, it is not possible for any students to them all, or either not every of them is appropriate enough for any particular students Thus, it is vital to filter out certain ECAs to based on what skills students have There are some ways to indicate the personality, strength and even the desire a person has First of all, a student can try out different trait tests, which are a method of determining human personality constructs These tests were developed early in the 90s, and with the help of modern technology, accessing these is not a complicated problem For example, some well-known questionnaires students have often taken are the MBTI (the Myers–Briggs Type Indicator) and the Big Five Personality Tests Knowing yourself well enough will lead to excellent decisions in choosing ECAs related to your characteristics Secondly, students can pinpoint the most suitable ECAs even more by attempting various ECAs in different fields with different benefits Students can experiment on their limits by getting involved in any small events and works held by organizations, such as schools and clubs They can be an occasionally voluntary job, a contest between students or a workshop A work which is new and challenging but sufficient enough is a great measure to students’ ability Thirdly, asking advice from others may be a wise move Having the outside opinion of people who observe you is a good way to balance out your own one-sided judgement Students can take advice from teachers and lecturers, who have an in-depth knowledge about academic issues, from their parents, who might understand them the most, and from friends, who know them well enough That way, students can have the full vision of who they are and what ECAs they suit Lastly, double-check the facilities and conditions If a student’s condition does not meet the requirements of the ECAs, it is better to ignore these ECAs rather than pushing yourself too hard to it The elements that a person should take into consideration include money, facilities, distance, health and personal traits Lacking any of those will lead to a difficult time doing what is not suitable for you, therefore making you spend time and effort on nothing necessary  Analyze the schedule It is utterly important to have the knowledge about your personal schedule, as it would be less complicated to stuff in a different work from normal routine The key is to identify the empty space between your actions of the day, and maybe decide to replace insignificant work with ECAs Poor time management will leave heavy stress on the body and the mind and possibly take away other aspects of your life Students must assess the current and future state of their schedule to make sure that they have an adequate amount of time for studying, family, taking good care of themselves and even spare time for any extra occasions Based on that data, students should come into a conclusion whether the empty space in the schedule is abundant or not, so that they can choose to get involved with time-consuming ECAs such as voluntary jobs, scientific research or sport competition, or much smaller ECAs that occur rarely and not require much effort  Alternative choices to ECAs ECAs are not mandatory, they are activities which students can or not depending on their personal preference So that students should not feel obligated to them, especially if they cause any physical or mental damage to themselves If students experience negative emotions and problems such as stress, peer-pressure and mental illness, it is advised to stop taking part in ECAs Continuing persuading the harmful ECAs only puts the mind and the body at risk, while separating the students from their normal and healthy lifestyle, loosens the connections between them and their relationships and wastes their potential in other aspects of life Besides, there are a lot of alternative options to ECAs in which students can still attain the same benefits Our data suggests that students who not ECAs often spend time resting, taking care of themselves (76.7%) and focus more on studying their majors and other skills (63%) In the meantime, some of them instead try to strengthen the relationship between them and their family and friends A small proportion of them (33.3%) actually has a part-time jobs, which is one of the best replacements for ECAs, as they also provide wider relationships and more set of skills, and even income Therefore, students should feel free to choose any activities that not have to be ECAs, as long as they benefit rather than leave behind any serious consequences CONCLUSION Limitations The authors have made great efforts in providing a better evaluation of students’ participating in ECAs as well as addressing the relationship between ECAs and their effects on students’ life However, limitations are inevitable Firstly, the research methodology only contains questionnaires The authors did plan to include offline interviews in advance, but due to social lockdown in Covid pandemic and the shortage of time, it could not be done For that reason, there are a lot of different aspects and views from individuals’ opinions that have not been discovered to discuss Secondly, the scope of our study is limited to 102 students from NEU, while there are many other students in this university having problems with participating in ECAs Therefore, the data collected would not be totally comprehensive for all undergraduates of NEU Finally, the responses of questionnaires are mostly from freshman and sophomore As in this case, the lack of responses from junior and senior caused the authors not to be able to generalize the result to a larger group of students effectively In conclusion, the aforementioned limitations could be solved and become a basic foundation for further studies Recommendations for further studies From the above-mentioned limitations, the authors would give some proposals for further studies The authors hope that they can be a guide for future researchers who want to expand more on the topic of ECAs Firstly, instead of collecting data only from online questionnaires on Google form, the authors recommend that future researchers can combine it with a more direct, hands-on approach like interviews, if condition permits With these two types of collecting data, the valuation would be more precise and effective Secondly, the scope of research should be expanded, instead of restricting in small number of individuals This can help researchers acquire comprehensive data to generalize the results Finally, future researchers should collect data from responses of different years in university, ranging from freshman to senior Each student in distinct years will have opinions from various angles, which would make the information gathered even more beneficial REFERENCES Astin, A W (1999) Student involvement: A developmental theory for higher education Journal of College Student Personnel, 40, 518-529 Axelson, R D., & Flick, A (2011) Defining Student Engagement Change Jan/Feb, 43(1), 38-43 Baker, C (2008) Under-represented college students and extracurricular involvement: the effects of various student organizations on academic performance Social Psychology of Education, 11(3), 273-298 Baker, Maureen (2010) Choices and Constraints in Family Life (2 ed.) Don Mills, Ontario: Oxford University Press p ISBN 978-0-19-543159-9 Casinger, J (n.d.) 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(Accepted/In press) Sociology of Personal Life (2nd ed.) 1-2 Palgrave Macmillan Ltd 17 Miller Sadker, D., & Zittleman, K (2010) The extra curriculum In Teachers, schools, and society (9th ed., pp 189-190) McGraw Hill 18 Miller, F A., Moyer, J H., & Patrick, R B (1956) Planning student activities Englewood Cliffs, NJ: Prentice-Hall 19 Pham Huong Thao et al (2021, September 11) Dataset on the effect of extracurricular activities on positive youth development Data in Brief Retrieved December 3, 2021, from https://www.sciencedirect.com/science/article/pii/S2352340921006454 20 Reeves, D B (2008) The extracurricular advantage Education Leadership, 66(1), 86– 87 21 Rubin, R S., Bommer, W H., & Baldwin, T T (2002) Using extracurricular activity as an indicator of interpersonal skill: Prudent evaluation or recruiting malpractice? Human Resource Management, 41, 441-454 22 Tinto, V (2012) Completing College: Rethinking Institutional Action Chicago: The University of Chicago Press 23 Tjaden, J (2019) The Long-Term Effects of Time Use during High School on Positive Development 24 Yadav, N (2016, Jan) Impact of Extracurricular Activities on students by Professional Institutions IOSR Journal of Business and Management, 18(1), 104-108 APPENDIX Questionnaire Bạn sinh viên năm mấy? - Năm - Năm hai - Năm ba - Năm cuối Giới tính bạn? - Nam - Nữ Khoa/viện bạn theo học? Bạn có tham gia hoạt động ngoại khóa khơng? - Có (trả lời câu hỏi mục I) - Không (trả lời câu hỏi mục II) I Đối với bạn tham gia hoạt động ngoại khóa Theo bạn việc tham gia hoạt động ngoại khóa có quan trọng hay khơng (đánh giá theo thang điểm từ 1-Không quan trọng đến 5-Rất quan trọng) Bạn đánh giá mức độ quan trọng hoạt động ngoại khóa sinh viên (dạng câu hỏi lưới để đánh giá options theo thứ tự tầm quan trọng từ đến 5) - Hoạt động học thuật, nghiên cứu (nghiên cứu khoa học, marketing, …) - Hoạt động phát triển kỹ cá nhân (debate, diễn thuyết, tổ chức…) - Hoạt động liên quan đến sở thích cá nhân (ca hát, nhảy, vẽ tranh…) - Hoạt động xã hội (freelance, tình nguyện, …) - Hoạt động thể thao Hiện bạn đang tham gia hoạt động ngoại khóa nào? (có thể chọn nhiều options) - Hoạt động học thuật, nghiên cứu (nghiên cứu khoa học, marketing, …) - Hoạt động phát triển kỹ cá nhân (debate, diễn thuyết, tổ chức…) - Hoạt động liên quan đến sở thích cá nhân (ca hát, nhảy, vẽ tranh…) - Hoạt động thể thao - Hoạt động xã hội (freelance, tình nguyện, …) - Khác (đi kèm câu trả lời) A Why students choose to engage in extracurricular activities? Lí bạn chọn tham gia hoạt động ngoại khóa? (có thể chọn nhiều options) - Định hướng gia đình - Hứng thú riêng thân - Đề xuất từ bạn bè, người thân - Đề xuất từ trang mạng xã hội (Facebook, Instagram…) - Để lấy học bổng, làm đẹp hồ sơ - Hoạt động đoàn trường, đoàn lớp - Khác (đi kèm câu trả lời) Hoạt động ngoại khóa bạn tham gia đáp ứng phần trăm mong chờ bạn ban đầu - 0% - 20% mong chờ - 20% - 40% mong chờ - 40% - 60% mong chờ - 60% - 80% mong chờ - 80% - 100% mong chờ Hoạt động ngoại khóa bạn tham gia đáp ứng nhu cầu bạn? (có thể chọn nhiều options) - Được học hỏi, tiếp thu thêm kiến thức kĩ phù hợp với định hướng cá nhân bạn - Có hội khám phá tiềm định hướng phù hợp với thân - Được tham gia đóng góp vào hoạt động tạo ảnh hưởng tích cực đến xã hội - Được tiếp xúc với môi trường làm việc chuyên nghiệp - Được mở rộng phát triển mạng lưới mối quan hệ - Khác (đi kèm câu trả lời) Bạn cịn chưa hài lịng điều hoạt động ngoại khóa bạn tham gia? (có thể chọn nhiều options) - Hoạt động cịn mang tính đại trà, chưa tạo ảnh hưởng thực tiễn đến xã hội - Môi trường làm việc áp lực (khối lượng cơng việc q lớn, khơng có worklife balance, phân bổ nhiệm vụ nhân chưa hợp lý, …) - Không tạo hội nâng cao kỹ năng, tiếp thu kiến thức phù hợp với công việc - Hoạt động cịn thiếu tính chun nghiệp - Chưa thực phù hợp với định hướng cá nhân - Khác (đi kèm câu trả lời) B How extracurricular activities affect students’ personal life? (hai câu hỏi dạng lưới đánh giá từ đến cho options lợi ích/tác hại, theo thứ tự 1-Không đồng ý, 2-Không đồng ý phần, 3-Bình thường, 4-Đồng ý phần, 5-Đồng ý) Lợi ích việc tham gia hoạt động ngoại khóa - Được học hỏi, tiếp thu thêm kiến thức kĩ phù hợp với định hướng cá nhân bạn - Có hội khám phá tiềm định hướng phù hợp với thân - Được tham gia đóng góp vào hoạt động tạo ảnh hưởng tích cực đến xã hội - Được tiếp xúc với môi trường làm việc chuyên nghiệp - Được mở rộng phát triển mạng lưới mối quan hệ - Làm bật hồ sơ cá nhân mặt học thuật & cơng viêc Ngồi bạn cịn nhận thấy lợi ích từ việc tham gia hoạt động ngoại khóa khơng? (câu hỏi optional) 10 Bất lợi việc tham gia hoạt động ngoại khóa - Lãng phí thời gian (do không phù hợp với định hướng cá nhân, khơng có hội phát triển mặt kiến thức & kỹ năng, …) - Áp lực ganh đua với bạn bè trang lứa (về thành tích, kinh nghiệm hoạt động môi trường tương tự) - Các chấn thương, ảnh hưởng tiêu cực tới sức khỏe chất - Các hệ lụy sức khỏe tinh thần - Không thể quản lý thời gian cách phù hợp Ngồi bạn cịn nhận thấy tác hại từ việc tham gia hoạt động ngoại khóa không? (câu hỏi optional) C How students manage their time to participate in extracurricular activities effectively? 11 Tần suất tham gia hoạt động ngoại khóa bạn (theo giờ/tuần) - Dưới 3h - 3h - 5h - 5h - 8h - 8h - 10h - Trên 10h - Khác 12 Bạn làm để quản lý thời gian tham gia hoạt động ngoại khóa cách hiệu quả? (có thể chọn option) - Cân nhắc kĩ trước tham gia (thời gian, sức khỏe, định hướng…) - Lựa chọn hạn chế hoạt động ngoại khóa khơng phù hợp - Đặt giới nghiêm trả lời tin nhắn công việc trước ngủ - Sẵn sàng từ bỏ thấy không phù hợp - Chuẩn bị tn theo lịch trình có sẵn - Bỏ tiết học để kịp deadline hoạt động ngoại khóa - Thức khuya để cố gắng hồn thành hết công việc - Khác (nêu ý kiến) 13 Bạn nghĩ sinh viên Việt Nam giành nhiều thời gian cho việc tham gia hoạt động khóa chưa ? - Tôi nghĩ họ quan tâm việc tham gia hoạt động ngoại khóa - Khơng, họ khơng quan tâm đến hoạt động - Tôi không rõ II Đối với bạn không tham gia hoạt động ngoại khóa Bạn nghĩ tầm quan trọng việc tham gia hoạt động ngoại khóa ? - Khơng quan trọng - Bình thường - Khá quan trọng - Quan trọng - Tôi không rõ Lý bạn không tham gia hoạt động ngoại khóa (có thể chọn option) - Điều kiện tiếp xúc với hoạt động ngoại khóa bị hạn chế (địa phương khơng có dự án, CLB, kiện…) - Không đủ điều kiện tham gia hoạt động ngoại khóa (lý sức khỏe, tài chính, kỹ năng…) - Khơng tìm thấy hoạt động ngoại khóa phù hợp với thân - Khơng đáp ứng khối lượng cơng việc, lịch trình hoạt động ngoại khóa - Khác (nêu ý kiến) Bạn cảm thấy không tham gia vào hoạt động ngoại khóa? (có thể chọn option) - Có nhiều thời gian cho thân - Sức khỏe thể chất & tinh thần ổn định - Khó tìm định hướng tương lai cho thân - Chưa có hội phát triển kỹ quan trọng - Chưa mở rộng mối quan hệ - Khác (nêu ý kiến) Nếu không tham gia hoạt động ngoại khóa, bạn dành thời gian cho việc gì? (có thể chọn option) - Học tập - Dành thời gian với gia đình, bạn bè - Tự học thêm lĩnh vực cần - Nghỉ ngơi, chăm sóc thân - Khơng làm - Khác (nêu ý kiến) Bạn nghĩ việc khơng tham gia hoạt động ngoại khóa ảnh hưởng đến thân, bạn bè trang lứa có xu hướng tham gia ngày nhiều? (có thể chọn option) - Không quan tâm - Thiếu cạnh tranh mặt kinh nghiệm công việc - Bất lợi mặt mạng lưới mối quan hệ - Áp lực thành tích bạn đồng lứa Bạn định tham gia hoạt động ngoại khóa tương lai khơng ? - Có - Khơng - Chưa định Nếu có, bạn dự định tham gia hoạt động ngoại khóa tương lai ? (câu hỏi optional, chọn options) - Hoạt động học thuật, nghiên cứu (nghiên cứu khoa học, marketing, …) - Hoạt động phát triển kỹ cá nhân (debate, diễn thuyết, tổ chức…) - Hoạt động liên quan đến sở thích cá nhân (ca hát, nhảy, vẽ tranh…) - Hoạt động thể thao - Hoạt động xã hội (freelance, tình nguyện, …) - Khác (đi kèm câu trả lời) ... expectations of ECAs, examine positive and negative impacts of ECAs on personal life of students, and discover how students balance between ECAs and their personal life 3 Research questions - Why students. .. students'' participation in ECAs and their impacts on the personal life of these participants The chosen population is the undergraduate students of National Economics University in Vietnam between December... definition from Yadav (2016) 1.1.2 The concept of students? ?? personal life Personal life is defined as a course or a state of an individual''s life, especially when regarded as the total personal choices