(Luận văn) the impact of learning motivation and psychological hardiness on students quality of life among economics students and technical students

ng MINISTRY OF EDUCATION AND TRAINING UNIVERSITY OF ECONOMICS HOCHIMINH CITY hi ep w n lo ad ju y th yi NGUYEN THU HIEN pl n ua al va n THE IMPACT OF LEARNING MOTIVATION AND fu ll PSYCHOLOGICAL HARDINESS ON STUDENT’S QUALITY OF m oi LIFE AMONG ECONOMICS STUDENTS AND TECHNICAL nh at STUDENTS: z z ht vb A CASE STUDY OF LAC HONG UNIVERSITY k jm om l.c gm MASTER OF BUSINESS ADMINISTRATION THESIS n a Lu n va y te re th HoChiMinh City – 2010 ng MINISTRY OF EDUCATION AND TRAINING UNIVERSITY OF ECONOMICS HO CHI MINH CITY hi ep w n lo NGUYEN THU HIEN ad ju y th yi pl THE IMPACT OF LEARNING MOTIVATION AND al n ua PSYCHOLOGICAL HARDINESS ON STUDENT’S QUALITY OF n va LIFE AMONG ECONOMICS STUDENTS AND TECHNICAL ll fu STUDENTS: m oi A CASE STUDY OF LAC HONG UNIVERSITY at nh z z vb Business Administration 60.34.05 ht k jm Major: Major Code: om l.c gm MASTER OF BUSINESS ADMINISTRATION THESIS n a Lu n va Supervisor: DR TRAN HA MINH QUAN y te re th HoChiMinh City – 2010 ng ACKNOWLEDGEMENT hi ep I would like to express my heartfelt gratitude and deepest appreciation to my research Supervisor, Dr Tran Ha Minh Quan for his intensive support, valuable w n suggestions, guidance and encouragement during the course of my study lo ad My sincere thanks are also due to Prof Nguyen Dinh Tho, for the valuable y th time and the precious material ju yi I would like to extend my sincere thanks to Dr Dinh Cong Khai, Dr Vo pl Xuan Vinh, Dr Nguyen Van Ngai, Dr Nguyen Thi Mai Trang, members of the al n ua proposal examination committee, for their valuable comments and suggestions n va I would like to thank many of my collegues and students at Lac Hong ll fu university who helped me during the collection of the data oi m I would like to express my sincere gratitude to all of my teachers at Faculty nh of Business Administration and Postgraduate Faculty, University of Econimics at Ho Chi Minh City for their teaching and guidance during my MBA course z z I would like to specially express my thanks to all of my classmates, my ht vb friends from for their support and encouragement jm I would also like to avail this opportunity to express my appreciation to k gm Professor Nguyen Dong Phong, UEH Board of Directors for creating MBA om l.c program in English Finally, I heartily dedicate this study to my beloved parents and my husband, n a Lu Duong who have encouraged and supported me during my study n va y te re th i ng ABSTRACT hi ep Exploring the impact of learning motivation and psychological hardiness on student’s quality of life is important to a university For university, it can help w n them understand their student’s pyschology It will help university build plans to lo ad stimulate their student’s learning effectiveness and improve university’s training y th effectively For students, they will find the important roles of these factors to ju yi have a better learning attitude This will help them increase their learning pl motivation, their psychological hardiness, their quality of life and also improve al n ua their learning effectiveness n va This research objective is to explore the factors including learning motivation ll fu and psychological hardiness impacting on student’s quality of life Then it tries oi m to find out whether there are the differences between these impacts among nh economics students and technical students at Lac Hong University at The process research will include two main steps: the pilot research and the z z main research, the analytic unit is student The pilot research will be qualitative vb ht by making deeply interview with students in order to check the content and jm meaning of words using in the measurement scales The main research will be k gm quantitative with 328 students through qualitative technique of making interview om l.c directly The reason is to test the measurement model, the research model and the hypotheses a Lu In the context of Lac Hong university, the results show that: Firstly, learning n va motivation is positively related to student quality of life Secondly, psychological n hardiness is positively related to student’s quality of life But psychological y te re hardiness has a higher influence on student’s quality of life than learning th motivation ii ng Thirdly, the impact of learning motivation on student’s quality of life in hi the economics student group is positive and sinificant but it’s not sinificant in the ep technical student group This difference has the statistical significance in the case w study of Lac Hong University n lo Finally, the impact of psychological hardiness on student’s quality of life ad y th is positive and sinificant in the economics student group and the technical ju student group However this different finding between two groups has not the yi statistical significance in the context of Lac Hong University pl ua al Keywords: student’s quality of life, learning motivation, psychological n hardiness, Lac Hong university 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 th iii ng CONTENTS hi Acknowledgement i ep Abstract ii w Contents iv n lo List of Tables vi ad y th List of Figures vii ju CHAPTER1: INTRODUCTION .1 yi pl 1.1 Research background ua al 1.2 Research objective n 1.3 Research scope and research design .3 va n 1.4 Research structure fu ll CHAPTER 2: LITERATURE REVIEW AND RESEARCH MODEL m oi 2.1 Concepts .5 nh 2.1.1 Student’s quality of life at z 2.1.2 Learning motivation .7 z ht vb 2.1.3 Psychological hardiness jm 2.2 Research model k CHAPTER 3: METHODOLOGY 12 gm l.c 3.1 Research process 12 3.2 The measurement scales .13 om 3.2.1 The student quality of life measurement 14 a Lu 3.2.2 The student learning motivation measurement 14 n n va 3.2.3 The student psychological hardiness measurement 14 y te re 3.3 The pilot research 15 th iv ng 3.4 The main research 16 hi CHAPTER 4: RESEARCH RESULT AND FINDING DISSCUSSION 20 ep 4.1 Descriptive statistics of sanple 20 w 4.1.1 Final sample 20 n lo 4.1.2 Characteristics of sample .20 ad y th 4.1.3 Descriptive statistics 22 ju 4.2 The construct measurement scale 23 yi 4.3 The hypotheses assessment 27 pl ua al 4.4 Finding disscussion 33 n 4.4.1 Question 33 va n 4.4.2 Question 34 fu ll CHAPTER 5: CONCLUSION AND IMPLICATIONS .37 m oi 5.1 Concluding remarks .37 at nh 5.2 Implications of the research 38 z 5.3 Limitations of the research and further research recommendation 39 z ht vb References 41 jm Appendix k Appendix gm Appendix om l.c Appendix n a Lu n va y te re th v ng LIST OF TABLES hi Table 3.1: The demographical status of participants 16 ep Table 3.2: The main measurement scales 17 w Table 4.1: Learning group of respondents 20 n lo Table 4.2: Learning brand of respondents 21 ad y th Table 4.3: Sex of respondents 21 ju Table 4.4: Age of respondents 21 yi Table 4.5: Descriptive statistics 22 pl ua al Table 4.6: Cronbach’s alpha of student’s quality of life measurement 23 n Table 4.7: Cronbach’s alpha of learning motivation measurement .23 va n Table 4.8: Cronbach’s alpha of psychological hardiness measurement .24 fu ll Table 4.9: The Exploratory Factor Analysis (EFA) result 25 m oi Table 4.10: The final construct of measurement scale 26 at nh Table 4.11: The results of correlation analysis 28 z Table 4.12: The multi linear regression analysis on data of 328 responses 28 z ht vb Table 4.13: The multi linear regression analysis on data of group (economics jm students) 30 k Table 4.14: The multi linear regression analysis on data of group (technical gm students) 30 om l.c Table 4.15: Conclusion about the hypotheses .32 n a Lu n va y te re th vi ng LIST OF FIGURES hi ep Figure 3.1: The research process 12 Figure 4.1: The results of linear regression analysis between student’s quality of w n life and the other factors 32 lo ad ju y th yi pl 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 vii th CHAPTER INTRODUCTION ng hi ep 1.1 Research background w Due to globalization effect, the world is now smaller, the borders n lo ad between nations seem to be closer to each other People can business more y th convenient, easier to get information, or enjoy modern education from many ju developed countries, etc In Viet nam, when we become an official member of yi pl World Trade Organization (WTO), it brings us many opportunities to expand al n ua relationships with other countries, exporters can expand their markets, people va enjoy more variety of goods, enjoy more chances to study, etc, but it aslo n brings us many challenges, for example more competitors, more knowledge fu ll needed to be updated Especially, for educational field, it has to deal with a oi m very important role in training and providing the human resource that must be nh at useful for the process of cooporation with foreign partners and ready to catch z z up with further global changes In this trend, many Vietnamese universities vb ht concentrate on finding the methods to improve its quality of training jm There are many researches about teaching and learning in the world k gm The objective is to find their own ways to improve the effectiveness of om l.c student’s learning and the quality of training One trend is to focus on learning motivation and student’s quality of life Reason for this is motivation, study a Lu behaviour, student’s quality of life impacting on the training quality and the n va perceived result of student during the course (Cole et al 2004; Rowold 2007, n cited in Tho et al 2009) y te re About learning motivation, if an individual is motivated, he will try person who is not motivated will not try, will not work hard, or will show th hard to complete his task and work hard to achieve goals In otherwise, a From the results presented, the findings demonstrated that hypotheses and were supported by the data These meaned that if students had a ng hi positive attitude to their learning during their course, or they were willing to ep control, deal with their problems, and try to maintain their efforts in order to reach their learning goals As the result, they were satisfied with their learning w n lo environment or getting a high quality of life at univerity In other words, the ad quality of life of students at Lac Hong university could be increased if their y th ju learning motivation and psychological hardiness were increased The more yi learning motivation students had, the more quality of life students got (H1) pl n students got (H2) ua al The more psychological hardiness students had, the more quality of life va The results of these two hypotheses were presented in Figure 4.1 n ll fu Figure 4.1: The results of linear regression analysis between m oi student’s quality of life and the other two factors at nh H1: β =0.191 Sig.=0.000 z Learning motivation z ht vb k jm Student’s quality of life om l.c gm H2: β =0.443 Sig.=0.000 n a Lu Psychological hardiness va n 4.4.2 Question 2: Are there differences of the impact of learning th 34 y compared the economics student group with the technical student group? if te re motivation and psychological hardiness on student’s quality of life Due to the difference of the learning subject, the researcher wanted to explore the differences between economics students and technical students ng hi about the relationships between student’s quality of life and the other two ep factors Hypotheses of H3, H4, H5, H6 were proposed as follows: Hypothesis 3: Learning motivation is positively related to student’s w n lo quality of life in the economics student group ad Hypothesis 4: Learning motivation is positively related to student’s y th ju quality of life in the technical student group yi Hypothesis 5: Psychological hardiness is positively related to student’s pl ua al quality of life in the economics student group n Hypothesis 6: Psychological hardiness is positively related to student’s va quality of life in the technical student group n ll fu From the analysis results of groups, in the group of economics students, m oi learning motivation (β =0.390, sig =0.000) was positive and significant at nh related to student’s quality of life And the relationship between student z psychologival hardiness and student’s quality of life was aslo positive and z ht vb significant (β =0.417, sig =0.000) These results aslo demonstrated that in the jm group of economics students, the impact of psychological hardiness on k student’s quality of life was greater than learning motivation gm l.c The results from the technical student group showed that learning om motivation was positively related to student’s quality of life but it was not a Lu sinificant (β=0.112, sig =0.156) This aslo showed that the relationship n between psychological hardiness and student’s quality of life was positive and va significant (β =0.341, sig =0.000) These meaned that in the group of n th 35 y sinificantly impacted to student’s quality of life te re technical students, there was only psychological hardiness factor that If compared the two results of two groups, we found that: The impact of learning motivation on student’s quality of life was ng hi positive and sinificant in the group of economics students but it was not ep sinificant in the group of technical students This difference had the statistical significance because the result of t(1)>2 Or the difference of the impact of w n lo learning motivation on student’s quality of life between economics students ad and technical students was significant in the case study of Lac Hong y th ju University yi And the result about the impact of psychological hardiness on student’s pl ua al quality of life was positive and sinificant in two groups of economics students n and technical students However, this difference between two groups had not n va the statistical significance because the result of t(2)35 tuổi Xin chân thành cảm ơn hợp tác nhiệt tình bạn! APPENDIX ng Model Summary hi ep Model R R Square Std Error of the Estimate Adjusted R Square a w n 554 307 303 57920 a Predictors: (Constant), psychological hardiness, learning motivation lo ad ju y th yi Sum of Squares Regression ua al pl Model ANOVAb Mean Df Square 48.384 F 24.192 Sig .000a 72.112 n Residual 109.030 325 335 Total 157.415 327 a Predictors: (Constant), psychological hardiness, learning motivation b Dependent Variable: Student’s quality of life 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 th APPENDIX ng Model Summary hi Std Error of the Estimate ep Model R R Square Adjusted R Square w n 756a 571 566 38359 a Predictors: (Constant), psychological hardiness, learning motivation lo ad y th yi pl Regression 34.662 17.331 Residual 26.044 177 147 F Sig 117.785 000a n ua al ju Model ANOVAb Sum of Squares Df Mean Square n va Total 60.705 179 a Predictors: (Constant), psychological hardiness, learning motivation b Dependent Variable: Student’s quality of life ll fu oi m at nh z z ht vb k jm om l.c gm n a Lu n va y te re th APPENDIX ng Model Summary hi ep Mode l R R Square Std Error of the Estimate Adjusted R Square w n 379a 143 132 72692 a Predictors: (Constant), psychological hardiness, learning motivation lo ad y th ju ANOVAb yi Df 12.824 76.621 Mean Square 145 n va Regression Residual ua al pl Model Sum of Squares F 6.412 528 Sig 12.134 000a n Total 89.444 147 a Predictors: (Constant), psychological hardiness, learning motivation b Dependent Variable: Student’s quality of life ll fu oi m at nh z z ht vb k jm om l.c gm n a Lu n va y te re th ng The findings hi ep This research objective is to explore the factors including learning motivation and psychological hardiness impacting on student’s quality of life, then try to w n find out whether there are the differences between these impacts among lo ad economics students and technical students at Lac Hong University y th In the context of Lac Hong university, the results show that: Firstly, learning ju yi motivation is positively related to student quality of life Secondly, psychological pl hardiness is positively related to student’s quality of life But psychological al n va motivation n ua hardiness has a higher influence on student’s quality of life than learning ll fu Thirdly, the impact of learning motivation on student’s quality of life in the oi m economics student group is positive and sinificant but it’s not sinificant in the nh technical student group This difference between two groups has the statistical at significance in the case study of Lac Hong University z z Finally, the impact of psychological hardiness on student’s quality of life is vb ht positive and sinificant in the economics student group and the technical student jm group However this different finding between two groups has not the statistical k om l.c gm significance in the context of Lac Hong University n a Lu n va y te re th