Online social networking a study of facebook users in vietnam

UNIVERSITY OF ECONOMICS HO CHI MINH CITY International School of Business Nguyen Thi Thu Hang ONLINE SOCIAL NETWORKING: A STUDY OF FACEBOOK USERS IN VIETNAM MASTER OF BUSINESS (Honours) Ho Chi Minh City – 2015 UNIVERSITY OF ECONOMICS HO CHI MINH CITY International School of Business Nguyen Thi Thu Hang ONLINE SOCIAL NETWORKING: A STUDY OF FACEBOOK USERS IN VIETNAM ID: 22130020 MASTER OF BUSINESS (Honours) SUPERVISOR: Associate Prof Dr NGUYEN THI MAI TRANG Ho Chi Minh City – 2015 i ACKNOWLEDGMENTS This thesis could not be accomplished without the help, advise, support, guidance, and encouragement of many people I wish to express my sincere gratitude to my advisor – Associate Professor, Doctor Nguyen Thi Mai Trang She gave me clear and careful direction, guidance and correction to my research Especially, I highly appreciate her enthusiasm help and support Secondly, I would like to express my deepest gratitude to Associate Professor, Doctor Nguyen Dinh Tho, Associate Professor, Doctor Tran Ha Minh Quan and Doctor Nguyen Thi Nguyet Que for their valuable time as the members of the proposal examination committee Their comments and meaningful suggestions were significantly contributed to my completion of this research Next, I would like to thank my dear family, colleagues, friends, and classmates for their valuable advice and support during the time I was doing my research Last but not least, I would like to express my great thanks to ISB for their support during the time I was studying and doing my proposal It is a big encouragement for me to overcome all obstacles facing during my Master course With sincere thanks ii ABSTRACT Social networking sites including Facebook have become a freely instrumental for people to enter and keep in touch with what they are concerned Until now, Facebook has quickly grow and become one of the most popular online social networking site for adolescence, especially university students Online social networking use in Vietnam is growing rapidly and occupying approximately 45.2% of population in 2015 according to Kemp (2015) In other countries, there are some evidences show that social networking use can affect university students’ academic performance Then, the lower academic performance the students get, the lower their satisfaction In Vietnam, there are also some articles mentioned these relationships As a result, this study would like to mention following factors: social trust, social selfefficacy and social capital that leads to Facebook use and its influence on university students’ academic performance, life satisfaction The data is collected by online, email survey and delivered questionnaires directly to respondents from over seven universities in Ho Chi Minh City Some research analysis were used to test the relationship among factors with expectation of strengthen evidence in Ho Chi Minh City and also in Vietnam The study’s results show that social trust and social selfefficacy have positive influence on social capital Social capital also has positive influence on stickiness Then, stickiness has negative impact on academic performance Finally, it makes the level of life satisfaction becomes lower This study also points out practical implications which support educators in educating and helping their students in life Then, this study points out some implication for managers and marketers for purpose of using Facebook as a channel of communication In addition, this study also points out some new future researches relating to this study which should be seriously concerned Key words: Facebook, online social networking site, students, academic performance, life satisfaction iii TABLE OF CONTENTS ACKNOWLEDGEMENT ABSTRACT TABLE OF CONTENTS LIST OF ABBREVIATIONS LIST OF TABLES LIST OF FIGURES LIST OF APPENDIXES CHAPTER 1: INTRODUCTION 1.1 Background of the study 1.2 Research problem 1.3 Research objectives 1.4 Scope of the study 1.5 Significance of the study 1.6 Structure of the thesis CHAPTER 2: LITERATURE REVIEW 2.1 Academic performance 2.2 Social trust 2.3 Social self-efficacy 2.4 Social capital 10 2.5 The relationship among variables 11 2.5.1 Academic performance and life satisfaction 11 2.5.2 Stickiness and academic performance 12 2.5.3 Social capital and stickiness 14 2.5.4 Social trust and social capital 15 2.5.5 Social self-efficacy and social capital 16 2.5.6 Conscientiousness and its moderator effect 17 2.6 Conceptual model 18 2.7 Chapter summary 19 iv CHAPTER 3: METHODOLOGY 21 3.1 Sampling size 21 3.2 Data collection and procedure 21 3.3 Research design 23 3.3.1 Measurement of constructs 23 3.3.2 Questionnaire design 26 3.3.3 In-depth interview 27 3.4 Data analysis 28 3.4.1 Reliability measure 29 3.4.2 Convergent and discriminant validity 29 3.4.3 Confirmatory factor analysis 30 3.4.4 Structural equation model 30 3.5 The analysis to test the moderating effect 31 3.6 Chapter summary 31 CHAPTER 4: RESULT AND DISCUSSION 32 4.1 Data statistical analysis 32 4.2 Cronbach’s alpha reliability test 34 4.3 Confirmatory factor analysis (CFA) 35 4.3.1 Social capital 35 4.3.2 The saturated model 36 4.4 The structural model 39 4.5 The analysis to test the moderating effect of conscientiousness 42 4.6 Discussion 43 4.7 Chapter summary 47 CHAPTER 5: CONCLUSION AND IMPLICATION 48 5.1 Key findings 48 5.2 Managerial implications 49 5.2.1 Social capital 49 5.2.2 Stickiness 50 v 5.2.3 Academic performance and conscientiousness 51 5.3 Limitations of the study and future research 51 REFERENCES 53 APPENDIXES 61 vi LIST OF ABBREVIATIONS AMOSS Analysis of Moment Structures AP Academic Performance AVE Average Variance Extracted C Conscientiousness CMIN/DF Chi-square with degree of freedom CFA Confirmatory Factor Analysis CFI Comparative Fit Index EFA Exploratory Factor Analysis GFI Goodness of Fix Index GPA Grade Point Average H Hypothesis LS Life satisfaction RMSEA Root Mean Squared Error Approximation SC Social Capital SE Social Self-efficacy SEM Structural Equation Model ST Social Trust Stick Stickiness SPSS Statistical Package for the Social Sciences TLI Tucker & Lewis Coefficient Index VNU Vietnam National University vii LIST OF TABLES Table 3.1 Social trust construct 24 Table 3.2 Social self-efficacy construct 24 Table 3.3 Bonding social capital construct 25 Table 3.4 Bridging social capital construct 25 Table 3.5 Stickiness construct 25 Table 3.6 Conscientiousness construct 26 Table 3.7 Life satisfaction construct 26 Table 4.1 Demographic information of respondents 33 Table 4.2 Cronbach’s Alpha results 34 Table 4.3 Measurement correlations, composite reliability and AVE 39 Table 4.4 Result of hypothesis testing 42 LIST OF FIGURES Figure 2.1 The Research Model 19 Figure 3.1 Research Process 23 Figure 4.1 CFA for Social capital 36 Figure 4.2 The saturated model before deleting LS3 37 Figure 4.3 The saturated model without LS3 (Standardized estimate) 38 Figure 4.4 The structural model result (Standardized estimate) 40 viii LIST OF APPENDIXES Appendix 1: List of in-depth interview’s participants 61 Appendix 2: In-depth interview’s refinement measurement scale 61 Appendix 3: Vietnamese questionnaire 64 Appendix 4: English questionnaire 67 Appendix 5: Table of items’ Skewness and Kurtosis 70 Appendix 6: CFA Regression Weights 71 Appendix 7: SEM Regression Weights 72 Appendix 8: Table for Conscientiousness Median Statistics 74 Appendix 9: Results of multi-groups analysis for moderator 75 64 APPENDIX 3: Vietnamese questionnaire BẢNG CÂU HỎI KHẢO SÁT Chào Anh/Chị, Tôi tên Nguyễn Thị Thu Hằng, học viên cao học – Viện Đào tạo Quốc tế, Trường Đại học Kinh tế TP.HCM Hiện tại, thực đề tài “Mạng xã hội: nghiên cứu trường hợp sử dụng mạng Facebook Việt Nam” Rất mong Anh/ Chị dành chút thời gian để trả lời số câu hỏi sau Trong bảng câu hỏi này, quan điểm thái độ hay sai, tất ý kiến thông tin hữu ích cho nghiên cứu Tơi xin cam kết đảm bảo tính bí mật thơng tin mà Anh/ Chị cung cấp khảo sát Xin chân thành cám ơn Anh/Chị Phần A Dưới phát biểu yếu tố ảnh hưởng đến việc sử dụng Facebook, tác động việc sử dụng đến kết học tập anh/chị thõa mãn sống Anh/Chị vui lịng cho biết mức độ đồng ý phát biểu cách đánh dấu (X) vào thích hợp (1) Rất không đồng ý, (2) Không đồng ý, (3) Trung lập, (4) Đồng ý, (5) Rất đồng ý STT 1-ST1 2-ST2 3-ST3 4-SE1 5-SE2 6-SE3 7-SE4 8-SC1 9-SC2 Phát biểu Nói chung, người bạn tơi hay tương tác Facebook tin tưởng Tơi thấy người tự tham gia chia sẻ thơng tin Facebook Trên mạng Facebook, người thường cho người khác thấy người có ích Tơi thấy sử dụng nhiều tiện ích, ứng dụng có sẵn Facebook Tơi tự tin học cách sử dụng ứng dụng, tiện ích cập nhật Facebook Tôi nhận thấy thay đổi công nghệ ngày đơn giản Khi bắt đầu, tơi nhanh chóng học cách sử dụng Facebook Bạn Facebook tư vấn cho định quan trọng Bạn Facebook làm thấy thoải mái chia sẻ chuyện cá nhân Rất không đồng ý (1) Khơng đồng ý Bình thường Đồng ý (2) (3) (4) Rất đồng ý (5) 5 5 5 5 65 Bạn Facebook mà hay tương tác cho tơi lời khun hữu ích cần tham khảo việc liên quan học hành, công việc Bạn Facebook mà hay tương tác giúp 11SC4 tơi gặp khó khăn tài Bạn Facebook khiến cảm thấy muốn thử 12SC5 làm điều mẻ Tương tác với người dùng 13Facebook khiến cảm thấy người SC6 giới gắn kết với Tôi sẵn sàng dành thời gian để hỗ trợ 14SC7 hoạt động cộng đồng mạng Tương tác với người dùng 15Facebook tạo cho hội làm quen với SC8 nhiều người Tham gia vào mạng trực tuyến, tơi kết 16nối trò chuyện với nhiều người mà SC9 muốn lúc Tôi truy cập trang Facebook lâu 17Stick1 trang webs khác Tôi dự định kéo dài thời gian truy cập 18Stick2 Facebook Tơi truy cập Facebook tơi có thời gian 19Stick3 rảnh rỗi Tơi dự định truy cập Facebook lúc 20Stick4 mà sử dụng internet Tơi nhận thấy người tự 21-C1 thực cơng việc thân Tơi nhận thấy người gọn gàng, ngăn 22-C2 nắp Tơi nhận thấy người ln có trách 23-C3 nhiệm với việc thân Tơi nhận thấy người ln cố gắng cho 24-C4 mục tiêu thành cơng Tơi nhận thấy người tn thủ nghiêm 25-C5 ngặt quy tắc thân Tôi nhận thấy người ln biết cân 26-C6 nhắc kỹ lưỡng việc 27-LS1 Cuộc sống diễn tốt đẹp Cuộc sống vừa đáp ứng đủ nhu 28-LS2 cầu Tơi khơng muốn thay đổi điều 29-LS3 sống 10SC3 5 5 5 5 5 5 5 5 1 2 3 4 5 66 30-LS4 Tơi khơng muốn có sống khác 31-LS5 Tơi có sống tốt đẹp Tơi có mà tơi muốn 32-LS6 sống Cuộc sống tốt hầu hết người 33-LS7 bạn trang lứa Điểm số trung bình năm học gần 34-AP (theo thang điếm 10 – ghi số) 1 2 3 4 5 5 Phần B Thông tin cá nhân (bắt buộc) Anh chị vui lòng cung cấp số thông tin cá nhân, xin đảm bảo thông tin mà anh chị cung cấp phục vụ cho mục đích nghiên cứu đề tài bảo mật Câu Giới tính Tên trường học Nội dung □ Nữ □ Nam □ Trường ĐH Tài - Marketing □ Trường ĐH Kinh tế TP HCM □ Trường ĐH Bách khoa TP HCM □ Trường ĐH Ngoại Thương TP HCM □ Trường ĐH Khoa học – Xã hội – Nhân văn Tp HCM □ Trường ĐH Luật TP HCM □ Trường ĐH Y – Dược TP HCM □ Trường khác: Tuổi □ 18 – 22 □ > 22 SV khối ngành □ Kinh tế □ Kỹ thuật □ Y, dược □ Khác Tôi sinh viên năm □ □ □ □ □ Anh/ Chị có dùng □ Có □ Khơng Facebook khơng? Thời gian trung bình Anh/ □ 2h Chị dùng Facebook ngày 67 APPENDIX 4: English questionnaire QUESTIONNAIRE Dear Mr / Ms My name is Nguyen Thi Thu Hang and I am a graduate students - International School of Business, University of Economics Ho Chi Minh City Currently, I am implementing the study: Online social networking: a study of Facebook users in Vietnam I wish you spend some time to answer the following questions In this questionnaire, no opinion or attitude is right or wrong, all the reviews are useful information for the study I undertake to ensure the confidentiality of the information you provided in the survey Sincerely thanks Do you use Facebook? □ YES □ NO If YES Please continue fulfilling the questionnaire If NO Thank you for your time You can leave the questionnaire Hope you have a good day! Part A Here is the statement of the factors affecting the use of Facebook and its influencing on students’ life satisfaction Would you please indicate your level of agreement with statements by mark (X) in the appropriate box as follows: (1) Totally not agree (2) Not agree (3) Neutral No 1-ST1 2-ST2 3-ST3 4-SE1 Items Generally speaking, I think that I can trust people I interact on Facebook I think that people try to be fair on Facebook People on Facebook try to make others think that they are helpful I feel completely capable of using almost all currently available Facebook (4) Agree (5) Totally agree Strongly disagree (1) Disagree (2) Neutral (3) Agree (4) Strongly agree (5) 5 5 68 5-SE2 6-SE3 7-SE4 8-SC1 9-SC2 10SC3 11SC4 12SC5 13SC6 14SC7 15SC8 16SC9 17Stick1 18Stick2 19Stick3 20Stick4 21-C1 22-C2 23-C3 24-C4 I am confident I will learn how to use Facebook that are due to come out I find changes in technologies quite simple At first, I quickly figure out how to use Facebook There is someone on Facebook I can turn for advice about making very important decisions There is someone on Facebook that I feel comfortable talking to about intimate personal problem The people I interact with on Facebook would be good job references for me The friends that I interact with on Facebook would help me if I were broken Interacting with people on Facebook makes me want to try new things Interacting with people on Facebook reminds me that everyone in the world is connected I am willing to spend time to support general online community activities Interacting with people on Facebook gives me new people to talk to On Facebook, I am given chance to connect and talk to new friends whenever I want I would stay longer time on Facebook than other web sites I intend to prolong my staying on Facebook web site I would visit Facebook web site as I have free time I intend to link to Facebook web site every time I am online I see myself as someone who are competent of doing my work I see myself as someone who are orderly I see myself as someone who are dutiful I see myself as someone who are 5 5 5 5 5 5 5 5 5 5 69 25-C5 26-C6 27LS1 28LS2 29LS3 30LS4 31LS5 32LS6 33LS7 striving for my achievement I see myself as someone who are selfdiscipline I see myself as someone who are deliberate My life is going well 5 My life is just enough for my needs I would not want to change much in my life I not want to change to another kind of life I have a good life 5 I have what I want in life My life is better than most kids My previous academic year GPA was (scale of ten) Part B Personal Information (required) 34-AP Would you please provide some personal information, I assure you the information you provide only for research purposes and confidential topics No Sex School Age Major Year of study Time spending Facebook per day Content □ Female □ Male □ University of Finance and Marketing □ University of Economics Ho Chi Minh City □ University of Technology Ho Chi Minh City □ Foreign Trade University □ Ho Chi Minh City University of Social Sciences and Humanities □ Ho Chi Minh City University of Law □ Ho Chi Minh City Medicine and Pharmacy □ Other (Please specify): □ 18 – 22 □ > 22 □ Economics □ Technology □ Medicine & Pharmacy □ Others (Please specify) □ □ □ □ □ on □ 2h 70 APPENDIX 5: Table of items’ Skewness and Kurtosis Item Skewness Std Error of Skewness Kurtosis Std Error of Kurtosis ST1 -0.348 0.143 -0.586 0.284 ST2 -0.436 0.143 -0.822 0.284 ST3 -0.363 0.143 -0.437 0.284 SE1 -0.289 0.143 -0.574 0.284 SE2 -0.461 0.143 -0.516 0.284 SE3 -0.328 0.143 -0.615 0.284 SE4 -0.858 0.143 0.234 0.284 SC1 0.058 0.143 -0.785 0.284 SC2 -0.162 0.143 -0.554 0.284 SC3 -0.447 0.143 -0.417 0.284 SC4 -0.207 0.143 -0.994 0.284 SC5 -0.426 0.143 -0.438 0.284 SC6 -0.459 0.143 -0.200 0.284 SC7 -0.113 0.143 -0.114 0.284 SC8 -0.730 0.143 0.043 0.284 SC9 -0.631 0.143 -0.480 0.284 Stick1 -0.406 0.143 -0.705 0.284 Stick2 0.265 0.143 -0.691 0.284 Stick3 0.158 0.143 -0.969 0.284 Stick4 -0.025 0.143 -0.889 0.284 C1 -0.727 0.143 0.336 0.284 C2 -0.582 0.143 0.106 0.284 C3 -0.896 0.143 1.581 0.284 C4 -0.920 0.143 1.327 0.284 C5 -0.185 0.143 -0.418 0.284 C6 -0.517 0.143 0.074 0.284 LS1 -0.790 0.143 0.458 0.284 LS2 -0.513 0.143 -0.393 0.284 LS3 -0.379 0.143 -0.850 0.284 LS4 -0.192 0.143 -0.791 0.284 LS5 -0.656 0.143 0.268 0.284 LS6 -0.189 0.143 -0.686 0.284 LS7 -0.276 0.143 -0.239 0.284 71 APPENDIX Maximum Likelihood Estimates CFA Regression Weights: (Group number - Default model) BondingSC BridgingSC ST1 ST2 ST3 SE1 SE2 SE3 SE4 SC1 SC2 SC3 SC4 SC5 SC6 SC7 SC8 SC9 LS7 LS6 LS5 LS3 LS2 LS1 Stick4 Stick3 Stick2 Stick1 < < < < < < < < < < < < < < < < < < < < < < < < < < < < - SC SC ST ST ST SE SE SE SE BondingSC BondingSC BondingSC BondingSC BridgingSC BridgingSC BridgingSC BridgingSC BridgingSC LS LS LS LS LS LS Stick Stick Stick Stick Estimate 1.000 989 1.000 1.043 1.032 1.000 1.070 899 1.065 1.000 949 916 1.127 1.000 979 855 1.153 1.215 1.000 839 1.028 848 1.174 1.108 1.000 1.050 1.013 737 S.E C.R P 132 7.509 *** 099 093 10.511 11.130 *** *** 116 111 117 9.234 8.120 9.124 *** *** *** 096 092 110 9.840 10.004 10.249 *** *** *** 092 090 094 100 10.619 9.510 12.256 12.146 *** *** *** *** 107 111 128 122 115 7.819 9.301 6.620 9.637 9.636 *** *** *** *** *** 098 091 089 10.687 11.073 8.303 *** *** *** Label Standardized Regression Weights: (Group number - Default model) BondingSC BridgingSC ST1 ST2 ST3 SE1 < < < < < < - SC SC ST ST ST SE Estimate 908 959 774 698 778 686 72 SE2 SE3 SE4 SC1 SC2 SC3 SC4 SC5 SC6 SC7 SC8 SC9 LS7 LS6 LS5 LS3 LS2 LS1 Stick4 Stick3 Stick2 Stick1 < < < < < < < < < < < < < < < < < < < < < < - SE SE SE BondingSC BondingSC BondingSC BondingSC BridgingSC BridgingSC BridgingSC BridgingSC BridgingSC LS LS LS LS LS LS Stick Stick Stick Stick Estimate 704 587 689 695 660 672 691 698 683 607 801 792 635 554 694 455 731 731 742 722 763 546 APPENDIX Maximum Likelihood Estimates SEM Regression Weights: (Group number - Default model) SC SC Stick AP BondingSC BridgingSC LS ST1 ST2 ST3 SE1 SE2 SE3 SE4 < < < < < < < < < < < < < < - SE ST SC Stick SC SC AP ST ST ST SE SE SE SE Estimate 277 334 481 -.174 1.000 909 188 1.000 1.057 1.054 1.000 1.082 895 1.059 S.E .080 074 093 059 C.R 3.459 4.501 5.158 -2.923 P *** *** *** 003 117 053 7.795 3.544 *** *** 102 096 10.405 10.965 *** *** 117 111 117 9.238 8.056 9.048 *** *** *** Label 73 SC1 SC2 SC3 SC4 SC5 SC6 SC7 SC8 SC9 Stick4 Stick3 Stick2 Stick1 LS7 LS6 LS5 LS2 LS1 < < < < < < < < < < < < < < < < < < - BondingSC BondingSC BondingSC BondingSC BridgingSC BridgingSC BridgingSC BridgingSC BridgingSC Stick Stick Stick Stick LS LS LS LS LS Estimate 1.000 950 914 1.138 1.000 982 859 1.154 1.216 1.000 1.083 1.020 750 1.000 840 1.047 1.230 1.173 S.E C.R P 097 092 110 9.830 9.970 10.324 *** *** *** 093 090 095 101 10.605 9.509 12.202 12.092 *** *** *** *** 102 094 091 10.644 10.831 8.260 *** *** *** 113 118 132 125 7.443 8.901 9.354 9.403 *** *** *** *** Label Standardized Regression Weights: (Group number - Default model) SC SC Stick AP BondingSC BridgingSC LS ST1 ST2 ST3 SE1 SE2 SE3 SE4 SC1 SC2 SC3 SC4 SC5 SC6 < < < < < < < < < < < < < < < < < < < < - SE ST SC Stick SC SC AP ST ST ST SE SE SE SE BondingSC BondingSC BondingSC BondingSC BridgingSC BridgingSC Estimate 273 360 402 -.191 943 916 234 765 699 785 685 712 583 685 694 659 670 697 697 684 74 SC7 SC8 SC9 Stick4 Stick3 Stick2 Stick1 LS7 LS6 LS5 LS2 LS1 < < < < < < < < < < < < - BridgingSC BridgingSC BridgingSC Stick Stick Stick Stick LS LS LS LS LS Estimate 609 800 792 733 736 759 549 616 538 685 744 751 APPENDIX 8: Table for Conscientiousness Median Statistics Statistics C1 N C2 C3 C4 C5 C6 Valid 292 292 292 292 292 292 Missing Median 4.00 4.00 4.00 4.00 3.00 4.00 75 APPENDIX 9: Results of multi-groups analysis for moderator Default model (Unconstrained Model) High C 76 Low C 77 Default model (Constrained Model) High C 78 Low C ... relationship between social trust and social capital was 0.334, p value was 0.000 (see Table 4.4.) That means an increase in social capital would lead to an increase in social capital In addition, the... trust has a positive influence on bridging social capital 2.5.5 Social self-efficacy and social capital Social self-efficacy and social capital have a positive relationship Social capital is needed... bonding social capital H2B: Social self-efficacy has a positive influence on bridging social capital H 3A: Bonding social capital has a positive influence on stickiness H3B: Bridging social capital