Antecedents of students intention to pacificipcip in extra curricular , luận văn thạc sĩ

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................................................................................................ 1
9
3.1.2 Quantitative research ............................................................................................. 2
0
3.2 Research process........................................................................................................ 21
3.3

Research sampling .................................................................................................... 22

3.3.1

Sample size ............................................................................................................. 2
2
3.3.2 Selecting the sampling technique ............................................................................ 2
3
3.4 Methods of data analysis ............................................................................................ 23
3.4.1
3.4.2
3.4.3
3.4.4
3.4.5

Descriptive statistics: .............................................................................................. 2
3

Reliability analysis: ................................................................................................ 2
4
Factor Analysis (FA): ............................................................................................. 2
4
Multiple Linear Regression Analysis: ..................................................................... 2
6
Chow test: ............................................................................................................... 2
7


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


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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 extracurricular (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.


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CHAPTER 1
INTRODUCTION
The first chapter represents the research approach, background of the study, the
objective and the scope of research. Finally, this chapter introduces the structure of
the thesis.
1.1 Background of the research
Since Vietnam jointed to WTO in 2007, the economy of Vietnam has
developed rapidly in many industrial fields, especially in trade and service (Thành
Luân, 2012). Many companies, corporations have entered to Vietnam market in
many forms such as associated companies, affiliated companies, etc. Because of
many foreign companies operating in Vietnam, many Vietnamese employees have
more opportunities to work in these multi-national corporations. It affects not only
Vietnam economy but also Vietnam labor market. According to Ministry of labor –

invalids and social affairs, after jointed WTO, the number of career opportunities
and employee income have been significant increased. In the 5 year-period (2007 –
2011), unemployment rate in urban decreased 0.9% from 5.1% in 2006 to 4.2% in
2011 and the average income per employee has two-fold increase from 1.8 million
VND in 2006 to 3.84 million VND in 2011 (Hà Anh, 2012).
Current students are next high quality employee generation of Vietnam.
Entering to the international labor market gives students many opportunities but it is
also bring to them many challenges. International jobs require employee not only
knowledge but also extended skills. However, many students who have just


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graduated do not have enough skill to deal with problems in the real work
environment, especially communication and workgroup skills. Yamashita – brand
general director of Tokyo Mitsubishi bank in Ho Chi Minh city stated: It is
undeniable that students have knowledge after 4 years in the university but the
weakness of them is transferring these knowledge from the theory to practical.
Whenever there is a problem, these new employees can not solve and afraid to talk
with their boss. They usually argue and no one take responsibility in discussion, etc.
These issues show that universities do not pay attention enough in skills for student,
especially extra-curricular in university period. (Thùy Vinh, 2012).
While it could be argued that time spent in extracurricular activities result in a
decrease in time available for schoolwork and thus a decrease in grades, previous
literature has found that extracurricular activities can help develop self-esteem,
social ties among students, teachers, and parents, and positive educational
trajectories as well as low rates of involvement in risky behaviors (Broh, 2002;
Dole, 2000; Carns, Carns, Wooten, Jones, et al., 1995). According to Parajes (1997),
participating in extra-curricular activities in university period not only have possible
effect to student’s study result but also give students opportunities to practice,

improve necessary skills for their job in the future for example presentation,
communication, working in group, etc. The influences of taking part in extracurricular have been studied many times. 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.


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When they know clearly these factors, they can apply some suitable methods to
encourage student participate in extra-curricular 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.
1.2 Research objectives
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
Ho Chi Minh city, concretely: University of Economics, Open University.
Freshmen are new and senior students have to conduct their final thesis so they
do not have enough time to enter extra-curricular activities. Hence, the subjects of
this study are students who are sophomore, junior in universities.

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1.4 Structure of the study
In this research, the introduction is expressed in chapter 1 where an overview
of the study is delivered. Available literature relates to theory of planned behavior
and signaling theory are presented in Chapter 2 where hypotheses and research
model are also introduced. Chapter 3 provides the research methodology used to
resolve the research problem. The design for the sample selection and size, research
instruments used, procedures followed and the statistical techniques used to analyze
the data is also highlighted. Chapter 4 focuses on data analysis and the findings that
became apparent from the research study. The discussion of the results that are
obtained in chapter 5 where conclusions are drawn based on the obtained results and
the possible practical implications of the research findings. The conclusion comes
with some recommendations for further researches.


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CHAPTER 2
LITERATURE REVIEW
This chapter reviews some theories that are used on this research. They are:
Theory of planned behavior, and Signaling theory. Then, the research model and
hypotheses will be proposed.
2.1 Extra-curricular Definition:
Student participation in extracurricular activities has been identified as an
important aspect of the education experience. Review of the extant literature,
however, reveals a potentially important gap in this filed. That is there is an
apparent lack of a generally accepted definition for extra-curricular (Kenneth et al.,
2012). In many research, therefore, this concept has commonly been treat as selfexplanatory. For example, Rubin et al. (2002) state, “One intuitive notion is that
extracurricular activities are a place where students look to utilize, and perhaps

refine and develop, their interpersonal skills.” In addition, when extracurricular is
described, it is often in the form of examples. For example, Barnett (2007) notes
that “…schools encourage students to participate in various extracurricular
activities, such as athletics, vocational clubs, student government, newspapers and
yearbooks, and special interest groups”. Similarly, Bîrzéa et al. (2004) describe
extracurricular activities “to be part of non-formal curriculum and they range from
visits to different settings and institutions, school exchanges, voluntary work, and
student organizations to student clubs and projects outside the school. They may
take place after and during school programmes and both in and out of school


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buildings.” Finally, some researchers describe extracurricular activities through the
use of synonyms, such as “non-academic endeavors” (Chia, 2005) or “out-of-class
experiences” (Nelson et al. 2002).
Extra-curricular activities in this study are defined as activities in the academic
club, athletic club, and social activities.
2.2 Human behavior theories.
Explaining human behavior is a difficult task (Ajzen, 1991). However, many
researchers also tried to do study in this field in order to get a broad and clear
picture about human behavior. Studying about intention to take part in extracurricular can be conducted based on some human behavior theories. There are
some well-known models to predict the behaviour of human.


Theory of reasoned action (TRA)

The first one is the theory of reasoned action (Ajzen & Fishbein, 1980;
Fishbein & Ajzen, 1975). The purpose of this model is to explain human behavior
regarding to volition. These behaviors must be voluntary, spontaneous, habitual. All

of behaviors that are forced, constrained should be excluded in this model. The TRA
also exclude behaviors that require special skills or resources or must to have some
opportunities to act (Liska, 1984). The predictor of the human behavior is intention.
In the simple form of TRA, there are two components that affect to human behavior:
(1) one’s attitude toward performing the behavior (Attitude), and
(2) one’s subjective norm related to performing behavior (Subjective norm). The
attitude factor can be measured by multiplying the one’s beliefs about the


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consequence of performing the behavior (can be considered that the belief strength)
and his or her evaluation of these consequences, or the feeling of him or her about
whether this result is good or bad (belief evaluation) (Fishbein & Ajzen, 1975).
Subjective norm is seen as a combination of one’s perceptions of what
important specific referent individuals or group thinks he or she should do and the
motivation to comply with these referents. In other words, "the person's perception
that most people who are important to him or her think he should or should not
perform the behavior in question" (Fishbein & Ajzen, 1975).
Beliefs About
the behavior
Evaluation of
the behavior

Opinions of
Referent Others
Motivation to
Comply

Attitude about

the Behavior
Intention

Behavior

Subjective
Norm

Figue 2.1: TRA model
The theory of reasoned action had been applied in many research in many fields
such as: education (Fredricks & Dossett, 1983), smoking (Budd, 1986), seat-belt use
(Budd, North, & Spencer, 1984); voting behavior (Netmeyer & Burton, 1990); and
several others. Overall, this theory has proven a huge picture for understanding the
behavior about decision-making. According to many researches, approximately
30% of variance in intention seems to be explained by attitudinal factor, while the
normative factor has less influence to intention and does not appear to be a stable
variance for the interpretation of behavior. Intention is essential predictor for


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behavior. Among 12 published studies reviewed show that there is a high
relationship between intention and behavior. The correlation between two these
factors averaged 0.55 (Gaston, 1994)
The limitation of this model is that the behavioral intention in this model is under
volitional control, for example the person just think whether he or she will to
perform or not. This model did not consider non-motivational factors such as
available of requisite opportunities and resources (time, money, skill, cooperation
and others). However, this model is also a fundamental background for latter
models.



Technology acceptance model (TAM)

Technology acceptance model (TAM) was originally proposed by Davis in
1986. Davis developed this model from the Theory of reasoned action (TRA). TAM
is one of the most popular models to predict user’s acceptance of Information
Technology and usage in an organizational context. Davis suggests that human
decision about whether they would use new technology or not can be predicted by
Attitude towards using.
Davis hypothesize that the attitude toward a system is good indicator for the
actual use of human. The attitude toward using is influenced by two major factors
such as: Perceived Usefulness and Perceived Ease of Use. Perceived usefulness is
defined by Fred Davis as "the degree to which a person believes that using a
particular system would enhance his or her job performance"; and Perceived ease-


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of-use is defined as "the degree to which a person believes that using a particular
system would be free from effort".

External
Variables

Perceived
Usefulness

Perceived
Ease of

Use

Attitude
towards
using

Behavioural
Intention of
Use

Actual
System
Use

Figue 2.2: TAM model
Many researchers have conducted a number of researches to test TAM such as
Selim (2003) investigated TAM with web-based learning; Constance & Naveen
(2006) use TAM test about Internet usage, so on. However, this model is suitable
for technology field, it is not adequate for social activities as extra-curricular in this
study.


Theory of Planned Behavior (TPB)

This theory is an extension from Theory of reasoned behavior, which was
developed with the same author. Azjen introduced this model in 1987 in order to
deal with the limitation in the original model TRA. As we discussed above, TRA
assumed that the intention is affected by motivation factors include attitude toward
the behavior and subjective norm. It is true but not enough, however, if a human has
a desire to do an activity but he or she can not do that because of lacking of

opportunities or capabilities to perform so that he or she will not intent to do. Beside
motivation factors, therefore, human intention also be affected by non-motivational
factors as availability of necessary opportunities and resources (for example: time,
money, skills, cooperation of others). These components represent people’s actual


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control over the behavior (Azjen, 1991). Therefore the official model of TPB
include three factors: (1) Attitude toward the behavior, (2) Subjective norm, and (3)
Perceived behavior control. Two factors in the beginning are the same to the
original model TRA and the last one represents the capability of human to perform
an action is Perceived behavioral control. This new factor plays an important part in
the theory of planned behavior (Azjen, 1991).
Behavioral
beliefs

Attitudes

Evaluation of
consequences
Normative
beliefs

Subjective

Motivation to

norms

Intention

comply
Control beliefs
Perceived

Perceived
power

behavioral
control

Figue 2.3: TPB model

The theory of planned behavior has been applied in many fields in order to
understand a number of different behaviors in which people engage. Many studies
show the evident for the suitable of this theory in predicting the human behavior.
For example, Ajzen and Driver (1992) apply the TPB in order to predict the leisure
intentions and behavior among a group of college students. They find evidence that
three factors: (1) attitudes toward the behavior, (2) subjective norms, and (3)
perceived behavior control are also good predictor for leisure intentions among this
group. This study also show the relationship between intention and behavior. Parker


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et al. (1992) apply TPB for 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 activities could
be affect not only by their attitude, by influencing of their relationship such as
family, friends, so on but also by their abilities to take part in.
2.3 Research model and hypothesis
Base on the foundation theory – TPB, the research model is illustrated as
figure 2.1 (page 18). There are three factors that affect to intention to take part in
extra-curricular: (1) Attitude toward extra-curricular, (2) Subjective norms toward
extra-curricular, and (3) Perceived behavioral control. In addition, because of
following reason, research model is added one more factor from signaling theory,
that is Clarity of extra-curricular information. Hence, there are four independent
variables that affect on dependent variable in the finally model. The detail
discussions are in the next sections.


Attitude toward extra-curricular

According to Azjen (1991), Attitude toward behavior has an effect on intention
to perform an action. In addition, many conducted studies have figured out this
relationship (Budd, 1986; Netmeyer & Burton, 1990)


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In this study, attitude toward extra-curricular shows the student’s assessments
about the benefits of joining in extra-curricular activities. In order to decide whether
participate in extra-curricular or not, a student will think about some results from
this activity such as get more relationship, knowledge, skills, and so on. Hence, if a
student thinks that he/she can get benefits from this activity, the student will join in.
In addition, the theory of Schwartz also consolidates this relationship. This is

suitable with the Self-direction value in Theory of basic human values proposed by
Schwartz (1992, 2005). This value express the selection or evaluation about people,
events, actions, so on. People will choose to perform the action that help them can
control and mastery suitable things to achieve their goals. Base on the
consequences, people will consider which action is good or bad in order to perform
or avoid.
Hypothesis 1: There is a positive relationship between Attitudes toward extracurricular and Intention to take part in extra-curricular activities.


Subjective norm toward extra-curricular

Subjective norm can be considered as social pressure to a person. This factor
express a person’s feeling about whether other people who are important to this one
think that he or she should perform an action or not. Azjen (1991) suggested that
there is a positive relationship between Subjective norm and Intention. In addition,
the Conformity value in Theory of Basic human value also reinforces idea of Azjen.
This value describes restrained actions of human to upset or harm others, especially
close people such as parents, teachers, and bosses. The characters of this value are


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self-discipline, obedient, politeness, honoring parents and elders (Schwartz, 2006).
Hence, people have tendency to do things that are suitable to social norm, or
suitable to opinion of people who are important to them.
Linking to this study, a student will take part in extra-curricular if he thinks
that his parents, teachers, friends, and other important people to him suppose that he
should take part in extra-curricular activities, therefore the following hypothesis will
be considered.
Hypothesis 2: There is a positive relationship between Subjective norm toward

extra-curricular and Intention to take part in extra-curricular activities.


Perceived behavioral control

The last factor in the theory of planned behavior is Perceived behavioral
control. It can be considered as person’s capability to perform an action. This factor
also resembles a factor in Schwartz’s theory. In Theory of Basic human value,
Schwartz (1992, 2005) also mentioned a value that is the same to last factor of TPB,
it is Security value. This value derive from basic individual and group requirements
(Kluckhohn, 1951; Maslow, 1965), it expresses that people tend to do things that are
safe to them, or they can do it easily.
Applying to this study, if 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.


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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 affects the decision-making processes used by individuals in
households, businesses, and government. Individuals make decisions based on
public information, which can get freely, and private information, which is available
to some groups of the public (Connelly et al., 2011). However, the information that
the receiver have is not always the same to the sender have. Signaling theory is

fundamentally concerned with reducing information asymmetry between two parties
(Spence, 2002). It is useful for describing behavior when two parties (individuals or
organizations) have access to different information. Signaling theory plays an
important role in a variety of management literatures such as entrepreneurship,
strategic management, and human resource management (Connelly et al., 2011).

There are a variety of studies in this field. The review of Connelly et al. (2011)
has figured out previous findings. Chung and Kalnins (2001) showed that more
signals increase signaling effectiveness; Signals that are more visible are more
effective (Zhang & Wiersema, 2009); Multiple signals (increasing frequency)
improves the likelihood of accurate interpretation (Filatotchev & Bishop, 2002);
Good signals are observable, irreversible, governed, and credible (Janney & Folta,
2006).