Antecedents of student SI to pacificipcip in extra curricular

Antecedents of student SI to pacificipcip in extra curricularAntecedents of student SI to pacificipcip in extra curricularAntecedents of student SI to pacificipcip in extra curricularAntecedents of student SI to pacificipcip in extra curricularAntecedents of student SI to pacificipcip in extra curricularAntecedents of student SI to pacificipcip in extra curricularAntecedents of student SI to pacificipcip in extra curricularAntecedents of student SI to pacificipcip in extra curricularAntecedents of student SI to pacificipcip in extra curricularAntecedents of student SI to pacificipcip in extra curricularAntecedents of student SI to pacificipcip in extra curricularAntecedents of student SI to pacificipcip in extra curricularAntecedents of student SI to pacificipcip in extra curricularAntecedents of student SI to pacificipcip in extra curricularAntecedents of student SI to pacificipcip in extra curricularAntecedents of student SI to pacificipcip in extra curricularAntecedents of student SI to pacificipcip in extra curricularAntecedents of student SI to pacificipcip in extra curricularAntecedents of student SI to pacificipcip in extra curricularAntecedents of student SI to pacificipcip in extra curricularAntecedents of student SI to pacificipcip in extra curricularAntecedents of student SI to pacificipcip in extra curricularAntecedents of student SI to pacificipcip in extra curricularAntecedents of student SI to pacificipcip in extra curricularAntecedents of student SI to pacificipcip in extra curricularAntecedents of student SI to pacificipcip in extra curricularAntecedents of student SI to pacificipcip in extra curricularAntecedents of student SI to pacificipcip in extra curricularAntecedents of student SI to pacificipcip in extra curricularAntecedents of student SI to pacificipcip in extra curricularAntecedents of student SI to pacificipcip in extra curricularAntecedents of student SI to pacificipcip in extra curricular

UNIVERSITY OF ECONOMICS HO CHI MINH CITY International School of Business Dang Huu Phuc ANTECEDENTS OF STUDENT’S INTENTION TO PARTICIPATE IN EXTRA-CURRICULAR MASTER OF BUSINESS (Honours) Ho Chi Minh City – Year 2014 UNIVERSITY OF ECONOMICS HO CHI MINH CITY International School of Business Dang Huu Phuc ANTECEDENTS OF STUDENT’S INTENTION TO PARTICIPATE IN EXTRA-CURRICULAR MASTER OF BUSINESS (Honours) SUPERVISOR: Prof. LE NGUYEN HAU Ho Chi Minh City – Year 2014 I ACKNOWLEDGEMENT For the successful completion of this thesis, I would like to extend my sincere thanks to: Respectful lecturers of International School of Business - University of Economics Ho Chi Minh City, who have taught me with useful knowledge during the time I studied at ISB, especially Prof. Le Nguyen Hau, who have enthusiastically instructed me to approach relevant problems in reality, research methods, as well as the contents of the thesis. Students of universities, especially University of Economics Ho Chi Minh City, and all my colleagues, my friends for kindly helping me to collect information necessary for the study. Though the author has tried the best to complete the thesis, errors could not be completely avoided. Consequently, the author is looking forward to receiving the contributions and comments from respectful lecturers and friends. II COMMITMENT I would like to commit that this thesis, “Antecedents of student’s intention to participate in extra-curricular”, was accomplished based on my independent and serious research. I certify that any help hand received in preparing this thesis and all the sources that used have been acknowledged. LIST OF TABLES Table 3.1: The official scale 21 Table 3.2: Rules of Thumb about Cronbach Alpha Coefficient Size 24 Table 4.1: Demographic characteristics 29 Table 4.2: Cronbach alpha coefficients 30 Table 4.3: KMO and Bartlett's Test for independent variables 33 Table 4.4: Total Variance Explained 33 Table 4.5: Rotated Component Matrix for independent variables 34 Table 4.6: KMO and Bartlett's Test for dependent variables 35 Table 4.7: Total Variance Explained for dependent variables 36 Table 4.8: Component Matrix for dependent variables 36 Table 4.9: Correlations 37 Table 4.10: Collinearity Statistics 39 Table 4.11 ANOVA(b) for model 1 41 Table 4.12 Model Summary(b) for model 42 Table 4.13: Coefficients(a) for model 1 42 Table 4.14: The important rank of four independent variables 43 Table 4.15: Model Summary for model 2 43 Table 4.16: Coefficients(a) for model 2 44 Table 4.17: Hypotheses testing result 44 Table 4.18: The result of chow test for Gender 45 Table 4.19: Regression analysis with Gender as moderator 45 Table 4.20: The result of chow test for School Year 46 Table 4.21: The result of chow test for Working 47 Table 4.22: Regression analysis with Working as moderator 47 Table 4.23: Hypotheses testing result for moderator variable 48 LIST OF FIGURES Figue 2.1: TRA model 8 Figue 2.2: TAM model 10 Figue 2.3: TPB model 11 Figure 2.4 Research Model 18 Figure 3.1: Research process 22 Figure 4.1: Gender 28 Figure: 4.2: School year 29 Figure 4.3: Working 29 Figure 4.4: Scatterplot 40 Figure 4.5: Histogram 41 TABLE OF CONTENTS ABSTRACT 1 CHAPTER 1: INTRODUCTION 2 1.1 Background of the research 2 1.2 Research objectives 4 1.3 Research scope 4 1.4 Structure of the study 5 CHAPTER 2: LITERATURE REVIEW 6 2.1 Extra-curricular activities: 6 2.2 Human behavior theories. 7 2.3 Research model and hypothesis 12 CHAPTER 3: RESEARCH METHODOLOGY 19 3.1 Research method 19 3.1.1 Qualitative research 19 3.1.2 Quantitative research 20 3.2 Research process 21 3.3 Research sampling 22 3.3.1 Sample size 22 3.3.2 Selecting the sampling technique 23 3.4 Methods of data analysis 23 3.4.1 Descriptive statistics: 23 3.4.2 Reliability analysis: 24 3.4.3 Factor Analysis (FA): 24 3.4.4 Multiple Linear Regression Analysis: 26 3.4.5 Chow test: 27 CHAPTER 4: DATA ANALYSIS & RESULTS 28 4.1 Descriptions of sample 28 4.2 Measurement scale 30 4.3 Exploratory factor analysis (EFA) 32 4.3.1 Assessing the scales measuring four factors that affect to intention to take part in extra-curricular activities. 32 4.3.2 Assessing the scale measuring intention to take part in extra-curricular activities. . 35 4.4 Correlation Testing 37 4.5 Multi-Linear Regression Analysis for testing hypotheses 38 4.5.1 Checking regression assumptions 38 4.5.2 Hypotheses testing 41 4.6 Test the effect of Moderating variables 45 CHAPTER 5 CONCLUSIONS AND RECOMMENDATIONS 49 5.1 Conclusion 49 5.2 Recommendations 50 5.3 Academic contributions of the study 52 5.4. Limitations and Future Research: 52 REFERENCES 54 APPENDIX A: THE SCALES FOR REFERENCE 61 APPENDIX B: QUALITATIVE RESEARCH 63 APPENDIX C: THE QUESTIONNAIRE 66 APPENDIX D: RELIABILITY STATISTICS 68 APPENDIX E: EXPLORATORY FACTOR ANALYSIS (EFA) 71 P a g e | 1 ABSTRACT This study is conducted to find out which factors affect to students’ intention 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 of some demographic variables such as Gender, School Year, Working. Hence, this study provides a clear picture about the effects between Male and Female; Sophomore and Junior; Working student and Non-working student. The results indicate all independent factors: (1) Attitudes toward extra- curricular (ATT), (2) Subjective norm toward extra-curricular (NORM), (3) Perceived behavioral control (PBC), and (4) Clarity of extra-curricular information (INFO) have significant impact on dependent variable: Intention to participate in extra-curricular (INT). The PBC factor (beta = 0.340) has highest effect on INT while the less one is INFO factor (beta = 0.146). In addition, this research also reveals the relationship between INFO and ATT. However, R square of this impact is small, it is just 0.032. Besides that, through Chow test, “Gender”, “Working” variables also are found that they can be moderator variables while School Year is not good to be considered as moderator variable. The last part of this study also give some recommendation to encourage students to take part in extra-curricular and it also figures out some limitations of this study for further research in this field. [...]... The main objectives of the research are: - To identify antecedents of student s participation in extra- curricular - To investigate the moderating effects of “School year”, “gender”, and “job after school” on the relationship between identified factors and decision to participating in extra- curricular 1.3 Research scope This study confines itself in the investigation of students in the universities in. .. However, lacking of researches have been conducted to examine what factors affect to participating in extra- curricular, especially in Vietnam It is very important for managers of the university to understand which factors are good indicators for taking part in extra- curricular Page |4 When they know clearly these factors, they can apply some suitable methods to encourage student participate in extra- curricular. .. predicting the response of drivers in some situations such as: drinking and driving; speeding; close following; and overtaking in risky curricular The findings in this study confirm the hypothesis that all of three independent factors affect to the intention This model is suitable for the study about curricular activities The student intention about whether he or she will participate in extra- curricular. .. was used to know whether all of the independent variables (Attitudes toward extra- curricular activities, Subjective norm toward extra- curricular, Perceived behavioral control, Clarity of extra- curricular information) would significantly add to the variance explained in the dependent variables (Intention to participate in extra- curricular) Besides that, the simple linear regression was used to test the... through two main stages: qualitative research and quantitative research 3.1.1 Qualitative research Since lacking of research about intention to take part in extra- curricular using theory of planned behavior, so the scale that measured extra- curricular using this theory seem that it does not exist Similarly, it seems that using signaling theory in extra- curricular has been never conducted Because of this... activities Because of the positive relationship between taking part in extra- curricular and the academic result so that the university which has many students taking part in extra- curricular can be high reputation in both academic and activities Therefore, a research Antecedents of student s intention to participate in extra- curricular will be conducted to explore these factors in Universities in Vietnam... trouble figuring out what this university is trying to provide for students Intention to participate in extra- curricular 1 I have intention to take part in extra- curricular 2 I will take part in extra- curricular when I have information 3 I will take part in extra- curricular in next course 3.2 Research process After reviewing literature, the draft scale was developed This scale would be adjusted in qualitative... resources to take part in extra- curricular 4 I believe that I have enough skills to perform extra- curricular easily Clarity of extra- curricular information 1 This university provides clear information about extra- curricular activities 2 This university always provides sufficient information about extra- curricular activities 3 I have no trouble to find out the information about extra- curricular activities... Quality of extra- curriculum information and Attitudes toward extra- activities Thus, there were five hypotheses in this study to be analyzed by using the regression analysis in order to determine of any possible relationship between independent and dependent variables under the context of the study 3.4.5 Chow Test To examine the impact of moderator variables, author had used Chow test The null hypothesis of. .. a student believes that extra- curricular can be performed easily, and he or she has enough condition to take part in extra- curricular such as time, money, transportation, so on, this student will join in P a g e | 15 Hypothesis 3: There is a positive relationship between Perceived behavior control and Intention to take part in extra- curricular activities  Clarity of extra- curricular information Information . Assessing the scales measuring four factors that affect to intention to take part in extra- curricular activities. 32 4.3.2 Assessing the scale measuring intention to take part in extra- curricular. UNIVERSITY OF ECONOMICS HO CHI MINH CITY International School of Business Dang Huu Phuc ANTECEDENTS OF STUDENT S INTENTION TO PARTICIPATE IN EXTRA- CURRICULAR MASTER OF. identified factors and decision to participating in extra- curricular. 1.3 Research scope This study confines itself in the investigation of students in the universities in Ho Chi Minh city, concretely: