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

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