The effect of supervisors interpersonal style on postgraduate students skill development, research satisfaction, and quality of life, evidence from vietnam

UNIVERSITY OF ECONOMICS HO CHI MINH CITY International School of Business Nguyen Thi Ha THE EFFECTS OF SUPERVISOR'S INTERPERSONAL STYLE ON POSTGRADUATE STUDENT'S SKILL DEVELOPMENT, RESEARCH SATISFACTION, AND QUALITY OF LIFE: EVIDENCE FROM VIETNAM MASTER OF BUSINESS (Honours) Ho Chi Minh City – Year 2015 UNIVERSITY OF ECONOMICS HO CHI MINH CITY International School of Business Nguyen Thi Ha THE EFFECTS OF SUPERVISOR'S INTERPERSONAL STYLE ON POSTGRADUATE STUDENT'S SKILL DEVELOPMENT, RESEARCH SATISFACTION, AND QUALITY OF LIFE: EVIDENCE FROM VIETNAM ID: 22130018 MASTER OF BUSINESS (Honours) SUPERVISOR: Dr NGUYEN THI MAI TRANG Ho Chi Minh City – Year 2015 ACKNOWLEDGEMENTS The completion of this study represents a significant milestone in my life It has been a long time when I come back the academic journal and it demands plenty effort This thesis could not have been completed without the valuable support and kind encouragement of many people Firstly, I would like to express my genuine appreciation to my supervisor, Dr Nguyen Thi Mai Trang for her precious time, countless advice, professional guidance, as well as her valuable comments in every stage of doing my research I could not have completed this research without her teaching and assistance I would also like to express my great gratitude to the committee members, Dr Nguyen Dinh Tho, Dr Tran Ha Minh Quan, Dr Nguyen Thi Nguyet Que and Dr Nguyen Thi Mai Trang Their valuable comments and constructive suggestions contributed significantly for me to complete this thesis with best results My special thank is extended to all instructors and staffs of School International School of Business – University of Economics Ho Chi Minh City for their great support and experience sharing during the last two years In addition, lots of other professors, classmates, friends, and bosses motivated me in the long journey of postgraduate program Finally, the deepest and most sincere gratitude are for my beloved family and my husband who always facilitate great conditions and kindly encourage me to pursue and complete MBA program ABSTRACT The concern about postgraduate non-completion and time taken to completion has attracted to explore recently and supervisor is designated to facilitate the student’s academic development either in terms of coursework or research projects To address this problem, the purpose of this study is to examine the effects of supervisor’s interpersonal style on research skill development and subsequently, on research satisfaction and quality of life in the context of Vietnam postgraduate studies Additionally, it investigates the moderating role of student’s intrinsic motivation in the relationship between supervisor’s interpersonal style and skill development Qualitative research by in-depth interview is managed to make the adopted scales to be appropriate for the context of the study Following, quantitative research or main survey is conducted to test the measurement models and the hypothesized model With Structural Equation Modeling (SEM) approach, the research findings indicate that supervisor’s interpersonal style has a strongly positive impact on student’s skill development, research satisfaction, and eventually happiness in life In addition, intrinsic motivation is highlighted to moderate the relationship of supervisor’s interpersonal style and skill development during supervisory process Thus, these findings will be useful for universities, or scientific research institutions to identify and address implementation issues related to effective supervision in enhancing postgraduate research studies Keywords: effective supervision, supervisor’s interpersonal style, skill development, quality of life, intrinsic motivation TABLE OF CONTENTS ACKNOWLEDGEMENT ABSTRACT TABLE OF CONTENTS LIST OF FIGURES LIST OF TABLES CHAPTER - INTRODUCTION 1.1 Research background 1.2 Research gap 1.3 Research objectives 10 1.4 Research scope - 10 1.5 Research significance 11 1.6 Research Structure - 11 CHAPTER - LITERATURE REVIEW AND HYPOTHESES 13 2.1 Quality of life and research satisfaction - 13 2.2 Skill development 14 2.3 Supervisor’s interpersonal style 15 2.4 Moderating effect of intrinsic motivation - 17 2.5 Conceptual model 19 CHAPTER - METHODOLOGY - 21 3.1 Research design 21 3.1.1 Research process 21 Page | 3.1.2 Measurement scales - 21 3.2 Qualitative study - 26 3.2.1 The purpose of qualitative research - 26 3.2.2 Sample of qualitative research - 26 3.2.3 The conduct of qualitative research - 26 3.2.4 The outcome of qualitative research 27 3.3 Quantitative study 29 3.3.1 Questionnaire design 29 3.3.2 The purpose of quantitative research - 30 3.3.3 Sampling 30 3.3.4 Data analysis method - 31 CHAPTER – DATA ANALYSIS AND RESULTS - 33 4.1 Data collection 33 4.2 Sample characteristics - 34 4.3 Cronbach’s Alpha coefficient of reliability test 36 4.4 Exploratory Factor Analysis (EFA) 40 4.5 Confirmatory Factor Analysis (CFA) - 42 4.5.1 Model Fit 42 4.5.2 Reliability and Validity Check - 44 4.5.2.1 Reliability 44 4.5.2.2 Convergent validity - 44 4.5.2.3 Discriminant Validity - 44 Page | 4.6 Structural Equation Modeling (SEM) - 45 4.7 Testing the moderating effect of intrinsic motivation - 48 CHAPTER – CONCLUSION, IMPLICATIONS, AND LIMITATIONS - 50 5.1 Conclusions and discussion of the findings - 50 5.2 Managerial implications - 54 5.3 Limitations and future research 56 REFERENCES - 57 Appendix A: Guidelines for in-depth interview - 62 Appendix B: Final measurement scales - 68 Appendix C: Questionnaire (English version) - 70 Appendix D: Questionnaire (Vietnamese Version) - 73 Appendix E: KMO and Bartlett's Test and Total Variance Explained 76 Page | LIST OF FIGURES Figure 2.1 Conceptual model - 19 Figure 3.1 Research process 22 Figure 4.5 Confirmatory factor analysis (Standardized estimates) 43 Figure 4.6 Structural results (Standardized estimates) 46 Page | LIST OF TABLES Table 3.1 Scale items of supervisor’s interpersonal style 23 Table 3.2 Scale items of skill development 24 Table 3.3 Scale items of intrinsic motivation 24 Table 3.4 Scale items of research satisfaction 25 Table 3.5 Scale items of quality of lify 25 Table 3.6 Removed items 28 Table 4.1 Source of data collection 33 Table 4.2 Respondents’ characteristics 35 Table 4.3 Cronbach’s Alpha Rule of thumb 36 Table 4.4 Cronbach’s Alpha coefficients for each measurement scale – first round 37 Table 4.5 Cronbach’s Alpha coefficients for each measurement scale – final round 39 Table 4.6 Pattern Matrix 41 Table 4.7 Key goodness-of-fit indices 42 Table 4.8 Construct correlations, squared correlations and AVE 45 Table 4.9 Fitness of conceptualized Model 45 Table 4.10 Unstandardized Regression Weights (SEM) 46 Table 4.11 Summary of hypotheses testing result 47 Table 4.12 Difference between variance and partial invariance model 48 Table 4.13 Estimating for moderating effects of intrinsic motivation 49 Table D1 KMO and Barlett’s Test 76 Table D2 Total Variance Explained in Exploratory Factor Analysis 76 Page | CHAPTER - INTRODUCTION 1.1 Research background The relationship between research students and supervisors plays a critical role in the success of postgraduate thesis Doing research or thesis is the process involving selecting a research topic, planning the research, identifying the necessary resources, managing the project, actively conducting the research, carrying out the literature review, data analysis and interpretation of the data, writing the thesis, and defending it (Ismail, Abiddin & Hassan, 2011) Obviously, students’ commitments with their studies and their endurance in pursuing academic path have been addressed as key factors in ensuring completion of their postgraduate program (Sakurai, Pyhältö & Lindblom-Ylänne, 2012) Postgraduate students can be listed into three main programs including research, coursework and research - coursework Thus, the concern about higher degree non-completion and time taken to completion has attracted many scholars to explore, especially in overseas, for example in Canada, Australia and Malaysia Recent research on postgraduate study experience has shown that stress, frustration and attrition rates among students are high and the number of postgraduate students leaving their programs is alarming, ranging from 40% to 70% (Gardner, 2007) The study by Elga (2003) in Canada indicates that the completion rates vary from 45% to 77% in subject to the major (Arts and humanities: masters 67.9%, doctoral 44.7%; Social sciences: masters 72.6%, doctoral 48.5%; Natural & Applied sciences: masters 74.5%, doctoral 66.7%; Life sciences: masters 77.1%, doctoral 70.4%) In Australia, the completion rates for research degrees have increased remarkably since the 1980s to between 80% and 90% in the mid 1990s (Colebatch, as cited in Ismail et al., 2011) Further, based on the data gathered by Graduate School of Studies (GSO) of one public university in Malaysia, graduate students with thesis (research and coursework) complete their Masters averagely within 2.69 years and Ph.D student complete their Ph.D within 4.84 years averagely in 2005 whereas they can complete it earlier than that (Abiddin & Ismail, 2011) Page | Appendix A: Guidelines for in-depth interview Original measurement scales Original Vietnamese version Final Vietnamese version Comments Supervisor's interpersonal style (adopted from Mainhard et al., 2009) * Leadership My supervisor gives thorough feedback on my research GVHD phản hồi sâu sắc luận văn GVHD thông tin chi tiết nhận xét GVHD nghiên cứu Modified: 4/10 respondents suggested to change Vietnamese words "thorough" to be closer with Vietnamese context and added “supervisors’ comments” as specific feedback to be clearly understandable My supervisor acts confidently when discussing my papers GVHD nắm rõ nội dung thảo luận luận văn Not applicable Eliminated: 5/10 respondents stated that the content was similar to item "My supervisor gives thorough feedback on my research" and "My supervisor acts professionally during our meetings" This item was suggested to delete My supervisor acts professionally during our meetings GVHD thể chuyên nghiệp buổi họp thảo luận Cách hướng dẫn Giáo viên buổi gặp GVHD chuyên nghiệp Modified: 3/10 respondents advised to revise the wording “act” in Vietnamese to be more specific and closer with the context of supervisory in Vietnam Not applicable Eliminated: 4/10 respondents noted that item "My supervisor gives me clear guidance" included advice Also, most of them suggested that item "My supervisor gives me clear guidance" was a better descriptive item than "My supervisor gives me a lot of advice" Hence, this item was deleted to avoid being bored My supervisor gives me a lot of advice GVHD cho nhiều lời khuyên Page | 62 * Helping/friendly My supervisor anticipates possible misunderstandings between us My supervisor reacts enthusiastically about my initiatives GVHD lường trước bất đồng GVHD phản ứng nhiệt tình với sáng kiến tơi Not applicable Eliminated: 8/10 respondents stated that this content was not quite suitable and not realistic in Vietnamese culture, especially in the relationship between supervisor and supervisee Accordingly, this item was excluded GVHD ủng hộ sáng kiến Modified: 3/10 respondents recommended to adjust Vietnamese words "reacts enthusiastically" to be closer with Vietnamese context and suitable with the construct My supervisor is someone I can rely on GVHD người tơi trông cậy vào Not applicable Eliminated: 6/10 respondents noted this was not suitable in the dimension "helping/friendly" and this item had similar meaning to "My supervisor trusts me" Subsequently, this item was excluded My supervisor always cooperates, if I want something Trong q trình làm nghiên cứu, GVHD ln hợp tác tơi cần Trong q trình làm nghiên cứu, GVHD phản hồi cần Modified: 3/10 respondents proposed to adjust the Vietnamese wording to be clearer Not applicable Eliminated: 10/10 respondents remarked that the verb "help" and “support" was very close and similar in Vietnamese meaning All recommended to delete the item “My supervisor helps me “ and to remain the item "My supervisor supports me" as this was a better descriptive item My supervisor helps me GVHD giúp đỡ Page | 63 * Understanding My supervisor shares my sense of humor Not applicable Eliminated: 6/10 respondents commented that this content did not reflect the important role in respondents' perception in the supervisory process of Vietnam postgraduate program and it was not suitable in Vietnamese culture, especially in the relationship between supervisor and supervisee Most of participants suggested to delete GVHD nhanh chóng trích tơi GVHD góp ý nghiêm túc luận văn tơi Eliminated: 7/10 respondents suggested to adjust wording "quick to criticize me" by "critically comments on my research" to make the item clear in meaning and easily understandable However, after revising, the respondents found the content was similar with item “My supervisor is critical of my research”, hence this item was recommended to delete GVHD nghiêm túc nghiên cứu GVHD nghiêm túc hướng dẫn đề tài nghiên cứu Modified: 3/10 respondents recommended to adjust "critical of my research" by "critical in guiding my research" to make the item clear in meaning Not applicable Eliminated: 7/10 respondents commented that this content was overlapped with item "My supervisor allows me to make my own decisions" The respondents further noted that the item "My supervisor allows me to make my own decisions" was a better descriptive item Hence, the mentioned item was eliminated GVHD hài hước với * Strict My supervisor is quick to criticize me My supervisor is critical of my research * Student responsibility/freedom My supervisor lets me choose my own direction GVHD để tơi chọn cách làm riêng Page | 64 Skill development (adopted from Marsh et al., 2002) Doing my own research helped me to develop my ability to plan my own work Làm luận văn giúp phát triển khả để có kế hoạch làm việc riêng Làm luận văn giúp tơi phát triển khả lập kế hoạch làm việc Modified: 5/10 respondents proposed to adjust the Vietnamese translation to be more coherent As a result of my research, I feel confident about tackling unfamiliar problems Kết từ việc làm luận văn, cảm thấy tự tin giải vấn đề không quen thuộc Việc làm luận văn giúp tự tin xử lý vấn đề bất thường xảy Modified: 5/10 respondents proposed to adjust the Vietnamese translation to be more coherent Intrinsic motivation (adopted from Karatepe, 2014) I feel a great sense of personal satisfaction when I my research well Tôi cảm nhận cảm giác tuyệt vời lịng với làm luận văn tốt My research increases my feeling of self esteem Luận văn tơi làm tăng nhận thức tơi lịng tự trọng Tơi cảm thấy lịng với hoàn thành tốt luận văn Modified: 6/10 participants indicated to revise the Vietnamese wording to be short but appropriate in meaning Not applicable Eliminated: 8/10 respondents stated that this content was not related to the supervisory process and not suitable in the study context Likewise, the participants suggested to delete Research satisfaction (adopted from Lee et al., 2012) Most days, I have to force myself to research Hàng ngày, tơi buộc phải nghiên cứu Thường ngày, tơi nhắc nhở phải hồn thành nghiên cứu Most days, I am enthusiastic about my research Hàng ngày, hứng thú làm luận văn Not applicable Modified: 03/10 respondents advised to adjust the wording "force myself to the research" to "remind myself to complete research" instead to be suitable with the context of the study Eliminated: 04/10 respondents commented that this content was not highly appropriate with students or objects whose job were not related to academic field This item was not popular for all objects of doing research Hence, this item was excluded Page | 65 I find real enjoyment in my research Tôi thấy hào hứng với luận văn Not applicable I consider my research pleasant Tôi vừa ý với luận văn Not applicable I am relaxed with my research Tôi cảm thấy thoải mái với luận văn Not applicable I am disappointed I ever look research Tôi thấy chán nản nhìn đến nghiên cứu Not applicable Eliminated: 10/10 respondents noted that "I feel fairly wellsatisfied with my research" included those three mentioned items and it might cause a boring feeling of repetition for the respondents if they were requested to reply all Consequently, those items were excluded Eliminated: 05/10 respondents commented that this item was not suitable to measure the construct satisfaction Only 01 item could not reflect the level of disappointment from the respondent Accordingly, this item was excluded Page | 66 List of interviewees: Gender Postgraduate learning status Language used in postgraduate study No Names Trần Nguyễn Kiều Phương Female Trần Quốc Trung Male Phan Thanh Tú Male Đoàn Hồng Phát Female Trần Thanh Đăng Sơn Male Trương Kim Ngân Female Nguyễn Duy Tân Male Nguyễn Văn Luật Male Lê Quốc Hùng Male MBA, years graduation Vietnamese 10 Nguyễn Thị Yến Female MBA, years graduation Vietnamese MBUS 4, under doing thesis MBUS 4, under doing thesis MBUS 4, under doing thesis MBUS 4, under doing thesis MBUS 4, under doing thesis MBUS 4, under doing thesis MBUS 2, years graduation MBA, years graduation University English English English English English University of Economics Ho Chi Minh City English English Vietnamese Open University Ho Chi Minh City University of Technology University of economics and Law List of target respondents to read the final thirty-two items after in-depth interview No Names Gender Đặng Bích Phương Female Nguyễn Thị Thu Hằng Female Nguyễn Hoàng Tân Male Ngô Tuấn Tài Male Postgraduate learning status MBUS 4, under doing thesis MBUS 4, under doing thesis MBA, years graduation MBA, years graduation Language used in postgraduate study English English Vietnamese Vietnamese University University of Economics Ho Chi Minh City Open University Open University Page | 67 Appendix B: Final measurement scales Supervisor's interpersonal style (adopted from Mainhard et al., 2009) SIS Leadership L My supervisor gives thorough feedback on my research L1 My supervisor always explains comprehensibly when I ask something L2 My supervisor acts professionally during our meetings L3 My supervisor gives me clear guidance L4 Helping/friendly HF My supervisor reacts enthusiastically about my initiatives HF1 My supervisor always cooperates, if I want something HF2 My supervisor supports me HR3 Understanding U My supervisor listens to me U1 My supervisor pays attention, if I have something to say U2 My supervisor trusts me U3 Strict STR My supervisor is critical in guiding my research STR1 My supervisor demands a lot from me STR2 My supervisor immediately corrects me if I something wrong STR3 My supervisor is strict when evaluating my progress STR4 Student responsibility/freedom SR My supervisor follows my proposals SR1 My supervisor is easily impressed by me SR2 My supervisor allows me to make my own decisions SR3 Skill development (adopted from Marsh et al., 2002) SD My research further developed my problem-solving skills SD1 I learned to develop my ideas and present them in my written research SD2 My research sharpened my analytical skills SD3 Doing my own research helped me to develop my ability to plan my own work SD4 As a result of my research, I feel confident about tackling unfamiliar problems SD5 Page | 68 Intrinsic motivation (adopted from Karatepe, 2014) IM I feel a great sense of personal satisfaction when I my research well IM1 When I perform my research well, it contributes to my personal growth and development IM2 When I research well, it gives me a feeling of accomplishment IM3 Research satisfaction (adopted from Lee et al., 2012) RS Most days, I have to remind myself to research RS1 I definitely like my research RS2 My research is pretty interesting RS3 I feel fairly well-satisfied with my research RS4 Quality of life (adopted from Nguyen & Nguyen, 2012) QL Conditions of my life are excellent QL1 I am satisfied with my life QL2 I have gotten the important things I want in life QL3 Page | 69 Appendix C: Questionnaire (English version) Dear Sir/Madam, I am Nguyen Thi Ha, a student of Master Program of International School of Business, University of Economics Ho Chi Minh City I am undertaking a research to investigate the effects of supervisor’s interpersonal style on student’s skill development, research satisfaction, and quality of life in the context of Vietnam postgraduate studies Please kindly help to complete the following short questionnaire regarding your perception upon doing postgraduate thesis, which should take you less than 10 minutes There is no right or wrong opinion All your responses are valuable and important for my research Your personal information will be kept confidentially and not be disclosed without your permission If you have any concerns or questions about this study, please contact me via e-mail address: ha.nguyenin@gmail.com, or phone number: +84 909 880 941 I Section A This section of the questionnaire explores your experience regarding to postgraduate thesis Doing research, mentioned in this survey, is understood as doing thesis Have you done postgraduate thesis?  Already complete (Continue 1a) 1a You have completed postgraduate thesis: a < year b 1-2 years c > 2-3 years d > years  Under doing postgraduate thesis (Continue 1b) 1b You have been doing postgraduate thesis: a < months b 3-6 months c > months  Not yet doing postgraduate thesis If your answer for question is Not yet doing postgraduate thesis, you can stop your work here Thank you for your cooperation in completing this questionnaire Page | 70 Disagree Neutral Agree Strongly agree To what extent you agree with each of the following statements, please indicate your answer using the following 5-point scale where: Question = Strongly disagree # = Disagree = Neutral = Agree = Strongly agree My supervisor gives thorough feedback on my research My supervisor always explains comprehensibly when I ask something My supervisor acts professionally during our meetings My supervisor gives me clear guidance My supervisor reacts enthusiastically about my initiatives My supervisor always cooperates, if I want something My supervisor supports me My supervisor listens to me My supervisor pays attention, if I have something to say 10 My supervisor trusts me 11 My supervisor is critical in guiding my research 12 My supervisor demands a lot from me 13 My supervisor immediately corrects me if I something wrong 14 My supervisor is strict when evaluating my progress 15 My supervisor follows my proposals 16 My supervisor allows me to make my own decisions 17 My supervisor is easily impressed by me 18 My research further developed my problem-solving skills 19 I learned to develop my ideas and present them in my written research 20 My research sharpened my analytical skills Doing my own research helped me to develop my ability to plan my 21 own work As a result of my research, I feel confident about tackling unfamiliar 22 problems I feel a great sense of personal satisfaction when I my research 23 well When I perform my research well, it contributes to my personal 24 growth and development 25 When I research well, it gives me a feeling of accomplishment 26 Most days, I have to remind myself to research 27 I definitely like my research 28 My research is pretty interesting 29 I feel fairly well-satisfied with my research 30 Conditions of my life are excellent 31 I am satisfied with my life 32 I have gotten the important things I want in life Strongly disagree II Section B: This section explores your perceptions upon doing postgraduate thesis 1 1 2 2 3 3 4 4 5 5 5 5 1 1 1 1 2 2 2 2 3 3 3 3 4 4 4 4 5 5 5 5 1 1 1 1 1 1 1 2 2 2 2 2 2 2 3 3 3 3 3 3 3 4 4 4 4 4 4 4 5 5 5 5 5 5 5 Page | 71 III Section C – Background information This section of the questionnaire refers to background or biographical information Please tick the suitable choice or write Gender:  Male  Female Language used in postgraduate program:  English  Vietnamese Major in postgraduate program:  Business administration  Finance & Accounting  Other: …………………………………………………… University you study postgraduate program:  University of Economics Ho Chi Minh City  Open University  University of Economics and Law  Ho Chi Minh City University of Technology  Other: …………………………………………………… Frequency you meet your supervisor:  1-2 times/month  once/month  twice/month Primary means of communication with your supervisor:  Meet directly  Email  Phone  Other: …………………………………………………… Thank you very much for your great collaboration! Page | 72 Appendix D: Questionnaire (Vietnamese Version) PHIẾU KHẢO SÁT Kính chào Anh/ Chị, Tơi tên Nguyễn Thị Hà, học viên cao học Viện Đào tạo Quốc tế, Trường Đại Học Kinh Tế TP HCM Tơi nghiên cứu vai trị giáo viên hướng dẫn việc phát triển kỹ nghiên cứu, hài lịng q trình nghiên cứu chất lượng sống sinh viên Rất mong Anh/ Chị dành khoảng 10 phút để trả lời Phiếu khảo sát Xin lưu ý khơng có câu trả lời hay sai mà tất ý kiến Anh/ Chị có giá trị quan trọng cho nghiên cứu Thông tin cá nhân Anh/ Chị giữ bí mật hồn tồn Trong q trình thực phiếu khảo sát này, Anh/Chị có thắc mắc nào, xin vui lịng liên lạc với tơi thơng qua địa email: ha.nguyenin@gmail.com số điện thoại 0909 880 941 I Phần A Phần tìm hiểu kinh nghiệm làm nghiên cứu Anh/ Chị Làm nghiên cứu đề cập phiếu khảo sát hiểu làm luận văn Anh/ Chị làm luận văn chương trình đào tạo sau đại học chưa?  Đã bảo vệ luận văn (tiếp tục câu 1a) 1a Anh/ Chị hoàn tất việc bảo vệ: a < năm b 1-2 năm  Đang làm luận văn (tiếp tục câu 1b) c >2-3 năm d > năm 1b Anh/ Chị làm luận văn: a < tháng b 3-6 tháng c > tháng  Chưa làm Nếu câu trả lời Anh/Chị cho câu Chưa làm, Anh/Chị dừng việc trả lời phiếu khảo sát Chân thành cám ơn giúp đỡ Anh/Chị Page | 73 II Phần B Đồng ý Hoàn toàn đồng ý 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 Giáo viên hướng dẫn (GVHD) thông tin chi tiết nhận xét GVHD nghiên cứu tơi GVHD ln giải thích kỹ hỏi Cách hướng dẫn Giáo viên buổi gặp GVHD chuyên nghiệp GVHD hướng dẫn rõ ràng Trong trình làm nghiên cứu, GVHD ủng hộ sáng kiến tơi Trong q trình làm nghiên cứu, GVHD phản hồi cần Trong trình làm nghiên cứu, GVHD hỗ trợ tơi Trong q trình làm nghiên cứu, GVHD lắng nghe tơi Trong q trình làm nghiên cứu, GVHD ý tơi trình bày Trong trình làm nghiên cứu, GVHD tin tưởng GVHD nghiêm túc hướng dẫn đề tài nghiên cứu GVHD yêu cầu nỗ lực nhiều GVHD sửa cho tôi làm điều sai GVHD nghiêm túc đánh giá q trình làm nghiên cứu tơi GVHD theo dõi đề cương GVHD cho phép tự định GVHD gây ấn tượng tốt Làm nghiên cứu giúp phát triển kỹ giải vấn đề Tôi học cách phát triển ý tưởng trình bày nghiên cứu Làm nghiên cứu rèn luyện kỹ phân tích Làm nghiên cứu giúp phát triển khả lập kế hoạch làm việc Làm nghiên cứu giúp tự tin xử lý vấn đề bất thường xảy Tơi có cảm giác thỏa mãn cá nhân tuyệt vời thực tốt nghiên cứu Khi thực tốt nghiên cứu mình, tơi cảm thấy trưởng thành Thực tốt nghiên cứu cho cảm giác đạt thành tốt Thường ngày, tơi nhắc nhở phải hồn thành nghiên cứu Tơi thích đề tài nghiên cứu Đề tài nghiên cứu thú vị Tơi cảm thấy hài lịng với nghiên cứu Điều kiện sống tuyệt vời Tôi hài lịng với sống Tơi đạt điều quan trọng mà muốn sống Khơng có ý kiến Khơng đồng ý Câu hỏi Xin cho biết mức độ đồng ý Anh/Chị với phát biểu sau cách đánh dấu vào tương ứng, với: 1-Hồn tồn khơng đồng ý 2-Khơng đồng ý 3-Khơng có ý kiến 4-Đồng ý 5-Hồn tồn đồng ý Hồn tồn khơng đồng ý Phần tìm hiểu thái độ, nhận thức Anh/ Chị trình làm luận văn 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 Page | 74 III Phần C – Thông tin cá nhân Phần liên quan đến thơng tin cá nhân Xin vui lịng đánh dấu vào thích hợp Giới tính  Nam  Nữ Ngôn ngữ Anh/Chị sử dụng chương trình sau đại học:  Tiếng Anh  Tiếng Việt Chuyên ngành Anh/Chị học chương trình sau đại học:  Quản trị kinh doanh  Kế toán tài Khác: …………………………………………………… Trường Anh/Chị theo học chương trình sau đại học:  Đại học Kinh tế Thành phố Hồ Chí Minh  Đại học Mở Thành phố Hồ Chí Minh  Đại học Kinh tế Luật Thành phố Hồ Chí Minh  Đại học Bách Khoa Tp Hồ Chí Minh Khác: …………………………………………………… Tần suất Anh/Chị gặp giáo viên hướng dẫn:  1-2 lần/tháng  lần/tháng  lần/tháng Phương tiện chủ yếu để trao đổi nghiên cứu với giáo viên hướng dẫn:  Gặp trực tiếp  Email  Điện thoại Khác: …………………………………………………… Xin chân thành cảm ơn hợp tác quý báu Anh/Chị! Page | 75 Appendix E: KMO and Bartlett's Test and Total Variance Explained Table D1: KMO and Bartlett's Test Kaiser-Meyer-Olkin Measure of Sampling Adequacy Bartlett's Test of Approx Chi-Square Sphericity df Sig ,892 4400,316 378 ,000 Table D2: Total Variance Explained in Exploratory Factor Analysis Initial Eigenvalues Factor Total 9.693 3.326 1.869 1.615 1.545 1.383 1.310 1.162 Extraction Sums of Squared Loadings % of Variance Cumulative % 34.619 11.879 6.675 5.768 5.519 4.938 4.677 4.151 34.619 46.498 53.173 58.941 64.460 69.399 74.076 78.227 Total 9.402 3.022 1.551 1.344 1.262 1.129 999 837 % of Variance Cumulative % 33.577 10.792 5.539 4.798 4.507 4.033 3.568 2.988 33.577 44.370 49.908 54.707 59.214 63.247 66.815 69.803 Rotation Sums of Squared Loadingsa Total 6.085 6.212 5.672 5.781 4.979 2.890 5.144 5.369 Extraction Method: Principal Axis Factoring Page | 76 ... concepts, and research model of the study Respectively, the author introduces the definitions of quality of life, research satisfaction, skill development, supervisor’s interpersonal styles, and. .. communication mainly focuses on the pragmatic aspect that is the affect of communication of the persons involved In the context of education, the conceptualization of the interpersonal perspective concentrates... explore the relationship of supervisor’s interpersonal style on postgraduate student’s research skill development and its consequences in research satisfaction and quality of life Most of the researches