(Luận văn) antecedents of students intention to pacificipcip in extra curricular , luận văn thạc sĩ

UNIVERSITY OF ECONOMICS HO CHI MINH CITY t to ng International School of Business hi ep w n lo ad y th ju Dang Huu Phuc yi pl n ua al n va ANTECEDENTS OF STUDENT’S INTENTION TO PARTICIPATE IN EXTRA-CURRICULAR ll fu oi m at nh z z k jm ht vb om l.c gm MASTER OF BUSINESS (Honours) n a Lu n va y te re th Ho Chi Minh City – Year 2014 UNIVERSITY OF ECONOMICS HO CHI MINH CITY t to ng International School of Business hi ep w n lo ad y th ju Dang Huu Phuc yi pl n ua al ANTECEDENTS OF STUDENT’S INTENTION TO PARTICIPATE IN EXTRA-CURRICULAR n va ll fu oi m at nh z z k jm ht vb om l.c gm MASTER OF BUSINESS (Honours) n a Lu SUPERVISOR: Prof LE NGUYEN HAU n va y te re th Ho Chi Minh City – Year 2014 I ACKNOWLEDGEMENT t to ng hi For the successful completion of this thesis, I would like to extend my ep sincere thanks to: w n lo Respectful lecturers of International School of Business - University of ad ju y th Economics Ho Chi Minh City, who have taught me with useful knowledge yi during the time I studied at ISB, especially Prof Le Nguyen Hau, who have pl ua al enthusiastically instructed me to approach relevant problems in reality, n research methods, as well as the contents of the thesis n va ll fu Students of universities, especially University of Economics Ho Chi m oi Minh City, and all my colleagues, my friends for kindly helping me to collect at nh information necessary for the study z z ht vb Though the author has tried the best to complete the thesis, errors could jm not be completely avoided Consequently, the author is looking forward to k gm receiving the contributions and comments from respectful lecturers and om l.c friends n a Lu n va y te re II COMMITMENT t to ng hi I would like to commit that this thesis, “Antecedents of student’s ep intention to participate in extra-curricular”, was accomplished based on w n lo my independent and serious research ad y th ju I certify that any help hand received in preparing this thesis and all the yi pl sources that used have been acknowledged n ua al n va ll fu oi m at nh z z ht vb k jm om l.c gm n a Lu n va y te re t to LIST OF TABLES ng hi Table 3.1: The official scale 21 ep Table 3.2: Rules of Thumb about Cronbach Alpha Coefficient Size .24 w Table 4.1: Demographic characteristics 29 n lo ad Table 4.2: Cronbach alpha coefficients 30 y th Table 4.3: KMO and Bartlett's Test for independent variables 33 ju yi Table 4.4: Total Variance Explained .33 pl ua al Table 4.5: Rotated Component Matrix for independent variables 34 n Table 4.6: KMO and Bartlett's Test for dependent variables 35 n va ll fu Table 4.7: Total Variance Explained for dependent variables 36 oi m Table 4.8: Component Matrix for dependent variables 36 at nh Table 4.9: Correlations 37 z Table 4.10: Collinearity Statistics 39 z vb Table 4.11 ANOVA(b) for model 41 jm ht Table 4.12 Model Summary(b) for model 42 k gm Table 4.13: Coefficients(a) for model 42 om l.c Table 4.14: The important rank of four independent variables 43 a Lu Table 4.15: Model Summary for model .43 n Table 4.16: Coefficients(a) for model 44 th Table 4.20: The result of chow test for School Year .46 y Table 4.19: Regression analysis with Gender as moderator .45 te re Table 4.18: The result of chow test for Gender .45 n va Table 4.17: Hypotheses testing result 44 t to Table 4.21: The result of chow test for Working .47 ng hi Table 4.22: Regression analysis with Working as moderator 47 ep Table 4.23: Hypotheses testing result for moderator variable 48 w n lo ad ju y th yi pl n ua al n va ll fu oi m at nh z z k jm ht vb om l.c gm n a Lu n va y te re th t to LIST OF FIGURES ng hi ep Figue 2.1: TRA model w Figue 2.2: TAM model 10 n lo ad Figue 2.3: TPB model .11 y th Figure 2.4 Research Model .18 ju yi Figure 3.1: Research process 22 pl ua al Figure 4.1: Gender 28 n Figure: 4.2: School year 29 n va ll fu Figure 4.3: Working 29 oi m Figure 4.4: Scatterplot .40 at nh Figure 4.5: Histogram .41 z z k jm ht vb om l.c gm n a Lu n va y te re th t to TABLE OF CONTENTS ng ABSTRACT hi ep CHAPTER 1: INTRODUCTION 1.1 Background of the research w n 1.2 Research objectives lo ad 1.3 Research scope y th 1.4 Structure of the study ju yi CHAPTER 2: LITERATURE REVIEW pl 2.1 Extra-curricular activities: al n ua 2.2 Human behavior theories va 2.3 Research model and hypothesis 12 n CHAPTER 3: RESEARCH METHODOLOGY 19 fu ll 3.1 Research method 19 m oi 3.1.1 Qualitative research 19 nh at 3.1.2 Quantitative research 20 z 3.2 Research process 21 z ht vb 3.3 Research sampling 22 jm 3.3.1 Sample size 22 k 3.3.2 Selecting the sampling technique 23 gm 3.4 Methods of data analysis 23 om l.c 3.4.1 Descriptive statistics: 23 3.4.2 Reliability analysis: 24 a Lu 3.4.3 Factor Analysis (FA): 24 n CHAPTER 4: DATA ANALYSIS & RESULTS 28 y te re 3.4.5 Chow test: 27 n va 3.4.4 Multiple Linear Regression Analysis: 26 4.2 Measurement scale 30 th 4.1 Descriptions of sample 28 t to 4.3 Exploratory factor analysis (EFA) 32 ng 4.3.1 Assessing the scales measuring four factors that affect to intention to take part in hi ep extra-curricular activities 32 4.3.2 Assessing the scale measuring intention to take part in extra-curricular activities 35 w n 4.4 Correlation Testing 37 lo ad 4.5 Multi-Linear Regression Analysis for testing hypotheses 38 y th 4.5.1 Checking regression assumptions 38 ju 4.5.2 Hypotheses testing 41 yi pl 4.6 Test the effect of Moderating variables 45 ua al CHAPTER CONCLUSIONS AND RECOMMENDATIONS 49 n 5.1 Conclusion 49 va n 5.2 Recommendations 50 fu ll 5.3 Academic contributions of the study 52 m oi 5.4 Limitations and Future Research: 52 at nh REFERENCES 54 APPENDIX A: THE SCALES FOR REFERENCE 61 z z APPENDIX B: QUALITATIVE RESEARCH 63 vb jm ht APPENDIX C: THE QUESTIONNAIRE 66 APPENDIX D: RELIABILITY STATISTICS 68 k om l.c gm APPENDIX E: EXPLORATORY FACTOR ANALYSIS (EFA) 71 n a Lu n va y te re th Page |1 ABSTRACT t to This study is conducted to find out which factors affect to students’ intention ng hi ep to participate in extra-curricular activities basing on theory of planned behavior and a part of signaling theory In addition, the research also explores the moderating role w n lo of some demographic variables such as Gender, School Year, Working Hence, this ad ju y th study provides a clear picture about the effects between Male and Female; yi Sophomore and Junior; Working student and Non-working student pl ua al The results indicate all independent factors: (1) Attitudes toward extra- n curricular (ATT), (2) Subjective norm toward extra-curricular (NORM), (3) n va ll fu Perceived behavioral control (PBC), and (4) Clarity of extra-curricular information oi m (INFO) have significant impact on dependent variable: Intention to participate in nh extra-curricular (INT) The PBC factor (beta = 0.340) has highest effect on INT at z while the less one is INFO factor (beta = 0.146) In addition, this research also z vb jm ht reveals the relationship between INFO and ATT However, R square of this impact k is small, it is just 0.032 Besides that, through Chow test, “Gender”, “Working” gm om not good to be considered as moderator variable l.c variables also are found that they can be moderator variables while School Year is an Lu The last part of this study also give some recommendation to encourage va students to take part in extra-curricular and it also figures out some limitations of n ey t re this study for further research in this field P a g e | 62 The scale of Mohammad Reza Jalilvand, Neda Samiei (2012) for tourism t to destination choice ng hi ep w  Attitude What you think about Iran as a tourism destination? (ATV1) Very bad : : : : : : Very good (ATV2) Very worthless : : : : : : Very valuable n lo (ATV2) Very unpleasant : : : : : : Very pleasant ad ju y th  Subjective norm (SB1) Important people in my life say I ought to visit Iran (SB2) Most people who are important to me would want me to visit Iran yi pl (SB3) People whose opinions I value would prefer me to visit Iran ua al n  Perceived behavioral control (PBC1) I would be able to visit Iran (PBC2) I have the resources and the knowledge and the ability to visit Iran n va fu ll (PBC3) If I want to visit Iran, it would be easy oi m at nh  Intention to travel (IT1) I predict I will visit Iran in the future (IT2) I would visit Iran rather than any other tourism destination z z jm ht vb (IT3) If everything goes as I think, I will plan to visit Iran in the future k The scale of Tho (2009) for studying of local and international MBA programs in Vietnam gm om l.c  Signal clarity (1) This university provides clear information about its MBA program to students (2) This university always provides sufficient information about its MBA program for students (3) I have no trouble figuring out what this university is trying to provide for students an Lu n va ey t re P a g e | 63 APPENDIX B t to ng QUALITATIVE RESEARCH hi ep The script of focus group w n - The introduction lo ad Hello everyone, my name is Huu Phuc from the research group of the y th University of Economics Ho Chi Minh city My group is conducting a ju yi research name: “Antecedents of student’s intention to participate in extra- pl curricular” I would like to thank you for your attentions into this interview ua al Do not have wrong or right ideas, all of your thinking, contributions are n n va helpful with us ll fu - The main question oi m at nh Let me know your ideas about following question z Q1 Have you ever participated in extra-curricular? If the answer is yes, which z vb kinds of these activities that you like? What purposes for joinning in extra- jm ht curricular If the answer is no, why don’t you take part in extra-curricular? k gm l.c Q2 Can you give me your idea about which things that you can get and which om things that you have to trade off when you join in extra-curricular Why? an Lu Q3 When you have a problem, who you ask for advices? Who are n va important to you? Can you list ey Why? t re Q4 Which elements that you need when you take part in extra-curricular P a g e | 64 Q5 When you want to join to an extra-curricular activity, what information t to resources you find out? Why? ng hi ep Q6 Have you ever seen the information of extra-curricular in you university? Where did you see them? what you think about it Can you assess the content w n lo and format of them? ad ju y th Q7 According to your experience, which factors affect to student’s intention yi to take part in extra-curricular? Why? pl al n ua The results of the qualitative research n va The main finding in qualitative research are: fu ll - Respondents in focus groups agree that the benefits that they may get from oi m at nh extra-curricular are: activity mark; soft skills such as working in group, presentation; expanding social network Besides that, some students said that they z z jm ht vb not care about benefits, they just join to extra-curricular because they like it - Most students agree that people who have effect to them are their parents, k gm their teachers, and their friends Some students who have lover said that the lover l.c om play important role to their decision Lover, however, is not consider as member in an Lu group of reference in this study because there are some students (not all students) time; money; vehicle such as motorbike, bicycle However, there are some students ey - The resources that student need for joining extra-curricular activities are: t re concerning to lover n va have lover, so that the non-lover students can not answer the survey question P a g e | 65 said that they not own vehicle but they can take bus or ask their friends picking t to up them to join in extra-curricular ng hi ep - Many students agree that the quality of information have effect to their intention to take part in extra-curricular For example, one student said that he did w n lo not have any plan at the weekend but he saw a poster about an activity occurring at ad ju y th that time and the information was attractive, he had considered to join Another yi student said that when he saw a poster that has enough necessary information, pl ua al especially information concerning benefit of activity, the probability that he joined n in is higher than poster with very brief information n va ll fu - Finally, through focus group, students have contributed their opinion to oi m develop the complete scale for next quantitative research at nh z z k jm ht vb om l.c gm an Lu n va ey t re P a g e | 66 APPENDIX C t to THE QUESTIONNAIRE ng hi ep Greeting the students! w n This survey is done by research group of International School of Business (ISB) – lo ad ju y th University of Economics HCM City (UEH) The primary purpose of this study is to improve the understanding of the intention to participate in extra-curricular yi pl activities We would like to notice that there is no right or wrong opinion All your ua al n ideas are valuable and useful for our research We greatly appreciate with your n va sincere co-operation ll fu oi m I Personal information Senior Female No om an Lu II The main question l.c Yes gm Do you have part-time job? k jm ht vb Male z Your gender: Sophomore z Junior at Freshman nh You are: Please give your agreement level about the below statements at your university: n va ey t re Please circle your suitable choice for the agreement level: Totally disagree Disagree Neutral Agree Totally agree P a g e | 67 Attitudes toward extra-curricular Level of agreement t to ng hi ep I believe that I can get good activity mark when I take part in extracurricular I believe that I can learn many good skills when I take part in extracurricular I believe that I can get many benefits when I take part in extra-curricular I believe that I can expand my social network when I take part in extracurricular I feel interesting when I take part in extra-curricular Subjective norm toward extra-curricular My parents would think that I should take part in extra-curricular My teachers would think that I should take part in extra-curricular My classmate would think that I should take part in extra-curricular My best friends would think that I should take part in extra-curricular Perceived behavioral control I believe that I can perform extra-curricular well I have capability to take part in extra-curricular I have enough resources to take part in extra-curricular I believe that I have enough skills to perform extra-curricular easily Clarity of extra-curricular information This university provides clear information about extra-curricular activities This university always provides sufficient information about extracurricular activities 5 w n lo ad ju y th yi pl n ua al n va ll fu 1 1 2 2 3 3 4 4 5 5 1 1 2 2 3 3 4 4 5 5 oi m at nh z z vb k jm ht I have no trouble to find out the information about extra-curricular activities I have no trouble figuring out what this university is trying to provide for students l.c 5 om an Lu Thanks for your sincere collaboration! gm Intention to participate in extra-curricular I have intention to take part in extra-curricular I will take part in extra-curricular when I have information I will take part in extra-curricular in next course n va ey t re P a g e | 68 APPENDIX D t to RELIABILITY STATISTICS ng hi Cronbach alpha analysis of factor Attitudes toward extra-curricular (ATT) ep Reliability Statistics w Cronbach's Alpha N of Items n lo 724 ad y th Item Statistics ju Mean Std Deviation N pl ATT2 3.3237 97415 278 ATT3 3.1583 84340 278 ATT4 3.1942 89828 278 81452 278 n ua al 1.03156 278 va yi ATT1 3.1079 ATT5 3.3129 n fu ll Item-Total Statistics m Scale Variance if Item Deleted Corrected Item-Total Correlation Cronbach's Alpha if Item Deleted oi Scale Mean if Item Deleted ATT3 12.9388 6.426 ATT4 12.9029 7.012 ATT5 12.7842 7.072 414 709 416 705 661 611 451 689 ht 6.891 vb 12.7734 z ATT2 z 6.689 at 12.9892 nh ATT1 515 668 k jm gm Reliability Statistics Cronbach's Alpha N of Items an Lu 689 om l.c Cronbach alpha analysis of Subjective norm toward extra-curricular (NORM) va Item Statistics n 88930 278 NORM2 3.0144 70055 278 NORM3 3.1475 90117 278 NORM4 2.7626 78875 278 ey NORM1 3.5396 t re Mean Std Deviation N P a g e | 69 Item-Total Statistics t to Scale Mean if Item Scale Variance if Item Deleted Deleted Corrected Item-Total Correlation Cronbach's Alpha if Item Deleted ng hi ep 8.9245 3.189 517 595 NORM2 9.4496 3.714 525 601 NORM3 9.3165 3.069 551 570 9.7014 3.986 322 712 NORM1 NORM4 w n lo ad Cronbach alpha analysis of Perceived behavioral control (PBC) y th ju Reliability Statistics yi Cronbach's Alpha N of Items pl 812 ua al Item Statistics n n va Mean Std Deviation N 91151 278 PBC2 3.5468 90902 278 ll fu PBC1 3.6835 83359 278 90777 278 at nh PBC4 3.6079 oi m PBC3 3.7878 z Item-Total Statistics Corrected Item-Total Correlation Cronbach's Alpha if Item Deleted 759 699 vb Scale Variance if Item Deleted ht z Scale Mean if Item Deleted PBC1 10.9424 4.394 PBC2 11.0791 4.795 jm 765 PBC3 10.8381 4.844 705 732 PBC4 11.0180 5.397 452 629 k gm l.c 846 om Cronbach alpha analysis of Clarity of extra-curricular information (INFO) Cronbach's Alpha N of Items n va 720 an Lu Reliability Statistics INFO1 3.9820 72826 278 INFO2 3.6475 79587 278 INFO3 4.1763 72690 278 ey Mean Std Deviation N t re Item Statistics P a g e | 70 INFO4 3.8489 78261 278 t to Item-Total Statistics ng hi Scale Mean if Item Deleted Scale Variance if Item Deleted Corrected Item-Total Correlation Cronbach's Alpha if Item Deleted ep 11.6727 3.059 557 630 12.0072 2.874 556 628 INFO3 11.4784 3.413 397 719 INFO4 11.8058 2.973 527 646 INFO1 INFO2 w n lo ad y th ju Cronbach alpha analysis of Intention to participate in extra-curricular yi pl (INT) al n ua Reliability Statistics Cronbach's Alpha N of Items n va 694 fu ll Item Statistics m oi Mean Std Deviation N 68716 278 z INT3 3.3885 at INT2 3.5504 75780 278 nh INT1 3.5935 78810 278 z Cronbach's Alpha if Item Deleted INT1 6.9388 1.603 482 636 INT2 6.9820 1.700 519 INT3 7.1439 1.467 531 Scale Mean if Item Deleted Scale Variance if Item Deleted Corrected Item-Total Correlation k jm ht vb Item-Total Statistics gm l.c 594 573 om an Lu n va ey t re P a g e | 71 APPENDIX E t to EXPLORATORY FACTOR ANALYSIS (EFA) ng The first EFA for Independent variable hi ep w KMO and Bartlett's Test n 756 lo Kaiser-Meyer-Olkin Measure of Sampling Adequacy 1609.740 ad Approx Chi-Square ju y th Bartlett's Test of Sphericity df 120 Sig .000 yi pl Total Variance Explained al Extraction Sums of Squared Loadings ua Initial Eigenvalues Component % of Cumulative % of Cumulative % of Cumulative Total Total Variance % Variance % Variance % n n va Total Rotation Sums of Squared Loadings 4.676 29.226 29.226 4.676 2.149 13.433 42.659 2.149 1.623 10.146 52.806 1.623 1.205 7.530 60.335 1.205 946 5.914 66.249 845 5.283 71.532 810 5.063 76.595 656 4.100 80.695 582 3.636 84.331 10 521 3.254 87.585 11 450 2.813 90.399 12 394 2.464 92.863 13 388 2.422 95.284 14 301 1.880 97.165 15 264 1.648 98.813 16 190 1.187 100.000 ll fu 29.226 2.723 17.021 17.021 13.433 42.659 2.486 15.540 32.561 10.146 52.806 2.338 14.611 47.173 60.335 2.106 13.163 60.335 oi m 29.226 7.530 at nh z z k jm ht vb om l.c gm an Lu n va Extraction Method: Principal Component Analysis ey t re Component Matrix(a) Component PBC1 754 -.326 PBC3 724 -.417 P a g e | 72 t to ng hi ep w n lo ad ju y th yi pl 649 -.315 PBC2 614 -.451 INFO4 609 -.355 ATT5 598 387 PBC4 583 -.346 ATT3 570 440 NORM3 477 INFO3 461 -.371 INFO2 380 -.542 INFO1 435 -.514 ATT4 415 490 NORM2 422 487 ATT1 375 ATT2 358 378 -.394 347 331 368 459 -.343 343 576 365 394 ua al NORM1 Extraction Method: Principal Component Analysis n n va a components extracted ll fu Rotated Component Matrix(a) oi m Component 769 INFO3 424 416 639 ATT5 626 ATT4 610 350 INFO1 806 INFO4 693 PBC4 443 an Lu 821 om INFO2 499 729 650 Extraction Method: Principal Component Analysis Rotation Method: Varimax with Kaiser Normalization a Rotation converged in iterations ey 361 t re NORM3 n 779 va NORM2 NORM1 l.c ATT2 gm 695 k ATT1 jm 774 ht ATT3 vb PBC2 z 830 z PBC3 at 850 nh PBC1 P a g e | 73 The second EFA for Independent variable (exclude PBC4) t to KMO and Bartlett's Test 738 ng Kaiser-Meyer-Olkin Measure of Sampling Adequacy hi Approx Chi-Square ep Bartlett's Test of Sphericity 1486.124 df 105 Sig .000 w n lo ad Total Variance Explained ju y th Component Extraction Sums of Squared Loadings Initial Eigenvalues % of Cumulative % of Cumulative % of Cumulative Total Total Variance % Variance % Variance % yi Total Rotation Sums of Squared Loadings pl 4.393 29.284 2.056 13.705 1.617 10.782 1.204 8.029 940 6.265 68.065 845 5.634 73.699 715 4.765 78.464 619 4.124 82.588 574 3.827 86.416 10 485 3.233 89.649 11 399 2.661 92.310 12 394 2.628 94.938 13 301 2.009 96.946 14 266 1.771 98.717 15 192 1.283 100.000 29.284 4.393 29.284 29.284 2.584 17.229 17.229 42.989 2.056 13.705 42.989 2.481 16.539 33.767 10.782 53.771 2.116 14.109 47.876 8.029 61.800 2.089 13.924 61.800 n ua al 53.771 1.617 va n 61.800 1.204 ll fu oi m at nh z z k jm ht vb l.c gm Extraction Method: Principal Component Analysis om an Lu Component Matrix(a) Component -.329 PBC3 718 -.420 NORM1 676 ATT5 618 PBC2 608 ATT3 589 -.311 -.359 -.434 -.429 361 ey 742 t re PBC1 n va P a g e | 74 t to ng hi ep w n lo ad INFO4 577 378 NORM3 499 NORM2 461 -.433 INFO3 454 428 INFO2 342 555 INFO1 408 553 ATT4 448 -.466 ATT1 377 ATT2 380 -.398 348 -.357 345 366 362 452 572 -.351 385 y th Extraction Method: Principal Component Analysis a components extracted ju yi pl Rotated Component Matrix(a) ua al Component n va 774 ll 450 448 m 774 oi ATT3 833 fu INFO3 n PBC2 855 PBC1 PBC3 697 nh ATT1 639 at ATT2 610 350 INFO1 819 INFO4 679 k 824 jm INFO2 ht vb ATT4 z 627 z ATT5 NORM3 728 375 640 om NORM1 l.c 776 gm NORM2 an Lu Extraction Method: Principal Component Analysis Rotation Method: Varimax with Kaiser Normalization a Rotation converged in iterations n va t re ey The last EFA for Independent variable (exclude INFO3) KMO and Bartlett's Test Kaiser-Meyer-Olkin Measure of Sampling Adequacy Bartlett's Test of Sphericity Approx Chi-Square df 730 1380.263 91 P a g e | 75 000 Sig t to ng Total Variance Explained hi ep Extraction Sums of Squared Loadings Initial Eigenvalues Component w Total n ad lo % of Cumulative % of Cumulative % of Cumulative Total Total Variance % Variance % Variance % 30.210 30.210 4.229 30.210 30.210 2.453 17.519 17.519 1.941 13.861 44.071 1.941 13.861 44.071 2.448 17.483 35.002 1.558 55.203 1.558 11.132 55.203 2.051 14.649 49.651 8.411 63.613 1.955 13.962 63.613 1.177 8.411 63.613 1.177 936 6.688 70.301 832 649 4.639 80.881 576 4.112 84.993 503 3.590 10 403 2.880 11 395 2.820 94.283 12 334 2.385 96.668 13 272 1.944 98.612 14 194 1.388 100.000 ju y th 4.229 11.132 Rotation Sums of Squared Loadings yi pl 5.941 76.242 n ua al va 88.583 n 91.462 ll fu oi m at nh z Extraction Method: Principal Component Analysis z PBC1 728 -.369 PBC3 704 NORM1 693 ATT5 632 355 ATT3 613 438 319 PBC2 611 -.345 -.356 INFO4 554 -.391 NORM3 521 NORM2 503 307 ATT4 472 465 INFO1 380 ATT2 INFO2 -.356 -.439 om l.c gm k Component jm ht vb Component Matrix(a) -.312 an Lu n va -.381 406 -.568 335 363 388 405 315 306 -.518 532 ey 417 t re -.396 P a g e | 76 362 ATT1 500 -.328 t to Extraction Method: Principal Component Analysis a components extracted ng hi ep Rotated Component Matrix(a) Component w n lo ad ju y th ATT3 788 ATT1 698 ATT2 636 ATT5 625 ATT4 610 342 yi 866 PBC3 837 pl PBC1 al ua 805 PBC2 n 786 NORM2 va 831 m 829 oi 685 nh INFO4 662 ll INFO1 364 fu NORM1 758 n NORM3 INFO2 at Extraction Method: Principal Component Analysis Rotation Method: Varimax with Kaiser Normalization z z a Rotation converged in iterations k jm ht vb om l.c gm an Lu n va ey t re