MINISTRY OF EDUCATION AND TRAINING
HO CHI MINH CITY UNIVERSITY OF ECONOMICS
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Nguyen Thi Doan Tran
STUDENT ENGAGEMENT
AND ITS RELATIONSHIP WITH QUALITY OF COLLEGE LIFE
DOCTORAL THESIS IN ECONOMICS
Ho Chi Minh City - Year 2020
MINISTRY OF EDUCATION AND TRAINING
HO CHI MINH CITY UNIVERSITY OF ECONOMICS
STUDENT ENGAGEMENT
AND ITS RELATIONSHIP WITH QUALITY OF COLLEGE LIFE
DOCTORAL THESIS IN ECONOMICS
SCIENTIFIC INSTRUCTOR:
• Prof. Dr. Doan Thi Hong Van
• Associate Professor, Dr. Bui Thanh Trang
Ho Chi Minh City - Year 2020
COMMITMENT
I hereby declare that the thesis “Student engagement and its relationship with the quality of university life” is my own research work, conducted under the scientific guidance of Prof. Dr. Doan Thi Hong Van and Assoc. Prof. Dr. Bui Thanh Trang.
The data collected and the results found in the thesis are honest. The content of the thesis has never been published in any other work.
I am fully responsible for the ethical and legal aspects of the research process to complete this thesis.
Ho Chi Minh City, April 20, 2020
Thesis author
Nguyen Thi Doan Tran
ACKNOWLEDGEMENTS
I was inspired to start my doctoral studies by a survey result with 92% of respondents saying that the biggest regret in their life when they get old is “not trying their best when they were young” 1 . After a journey of more than 4 years with many psychological/emotional states, with a determined and open-minded approach, up to now, besides the value achieved is maturity in thinking and expertise, the affection, support, and help of teachers, colleagues, friends and family are
The most precious thing that I will always carry with me on the journey ahead to continue
spread the word. This thank you with all my sincerity is my sincere gratitude to them.
First of all, I would like to express my gratitude to my two scientific supervisors, Prof. Dr. Doan Thi Hong Van and Assoc. Prof. Dr. Bui Thanh Trang. Your comments are not only useful within the framework of the thesis but also useful in my current work. At the same time, I am also very grateful to the teachers of UEH in general and the Faculty of International Business - Marketing in particular, who have taught and helped me complete the modules and topics of the training program.
Next, I would like to express my most sincere thanks to all generations of the Organization and Administration Department [UEH], who have helped me understand the value of teamwork and are always willing to create conditions to help me complete this thesis.
Next, I would like to thank my beloved colleagues and classmates at UEH, thank the enthusiastic students of UEH as well as other universities [NEU, FTU, UEL, UFM] who helped me in the process of designing, implementing and completing my research work; thank you very much to Pham Thi Nha Phuong, a hard-working and responsible colleague.
In particular, I was very fortunate to receive further guidance from Associate Professor, Dr. Nguyen Dinh Tho, an exemplary teacher and scientist. The valuable lesson goes beyond the scope of a doctoral thesis, for me, it is the spirit of serious and standard scientific work. I would like to express my gratitude to the teacher with the deepest respect and gratitude.
Finally, I would like to send my special love to all members of my extended family for always being there, understanding, sharing, encouraging, and creating the best conditions for me to have enough strength, time, and focus to complete this thesis.
1 http://songdep.tv/5-dieu-neu-khong-lam-bay-gio-ban-co-se-luu-lai-hoi-han-ve-sau.html
INDEX
LIST OF ABBREVIATIONS vi
LIST OF TABLES viii
LIST OF FIGURES ix
SUMMARY x
Chapter 1. OVERVIEW 1
1.1. Research context 1
1.2. Identifying the research problem 10
1.3. Research objectives 17
1.4. Research question 18
1.5. Research subjects 18
1.6. Scope of research 19
1.7. Research methods 20
1.8. Significance of the study 21
1.9. Thesis structure 22
Chapter 2. THEORETICAL BASIS AND RESEARCH MODEL 24
2.1. Introduction to Chapter 24
2.2. Overview of previous studies 25
2.2.1. Factors (antecedents) affecting student engagement 25
2.2.1.1. School learning environment (teachers, friends, classroom structure, school
school and school officials) 25
2.2.1.2. Parents 27
2.2.1.3. Engine 27
2.2.1.4. Perception 28
2.2.1.5. Learning tasks 29
2.2.1.6. Confidence in ability 29
2.2.1.7. Familiarity 30
2.2.1.8. Personality 30
2.2.1.9. Personal feelings 30
2.2.1.10. Games for learning objectives, and learner skills 31
2.2.1.11. Persistence 31
2.2.1.12. Purpose of life 32
2.2.2. Factors (suffixes) affected by student engagement 32
2.2.2.1. Achievement/performance 33
2.2.2.2. Dropout rate 33
2.2.2.3. Student satisfaction 34
2.3. Factors in the research model 34
2.3.1. Student Engagement 34
2.3.2. Perceived Service Value 37
2.3.3. Absorptive Capacity 41
2.3.4. Purpose in Life 44
2.3.5. Grit 47
2.3.6. Quality of College Life 49
2.4. Foundational Theory 53
2.4.1. Summary of background theory in previous studies and basis for choosing Self-Determination Theory (SDT) 53
2.4.2. Main content of Self-determination Theory 56
2.4.3. The Six Mini-Theories of SDT ..61
2.4.3.1. Cognitive Evaluation Theory (CET) 61
2.4.3.2. Organic Integration Theory (OIT) 63
2.4.3.3. Causality Orientations Theory (COT) 64
2.4.3.4. Basic Psychological Needs Theory (BPNT) 65
2.4.3.5. Goal Contents Theory (GCT) 66
2.4.3.6. Relationships Motivation Theory (RMT) 66
2.4.4. Absorptive Capacity Theory (ACT) 67
2.5. Research model 68
2.5.1. Research hypotheses 68
2.5.1.1. Perceived service value (PSV) and student engagement (SE) 68
2.5.1.2. Absorptive capacity (AC) and student engagement (SE) 70
2.5.1.3. Purpose in life (PL) and student engagement (SE) 71
2.5.1.4. Student Resilience (GR) and Student Engagement (SE) 73
2.5.1.5. Student engagement (SE) and quality of university life (QL) 74
2.5.1.6. Perceived service value (PSV), Purpose of life (PL) and quality of university life (QL) 76
2.5.1.7. Concentrated and non-concentrated training forms 77
2.5.2. Theoretical model 80
2.6. Summary of chapter 80
Chapter 3. RESEARCH DESIGN 81
3.1. Introduction to Chapter 81
3.2. Research design 81
3.2.1. Research process 81
3.2.2. Formation of the 83 scale
3.2.2.1. Scale of research concepts 83
3.2.2.2. Formation and adjustment of the scale 91
3.2.3. Preliminary assessment of the scale 92
3.2.3.1. Select sample 92
3.2.3.2. Cronbach's Alpha reliability coefficient 92
3.2.3.3. Exploratory factor analysis - EFA 92
3.2.4. Official research 93
3.2.4.1. Official form 93
3.2.4.2. Confirmatory factor analysis - CFA 94
3.2.4.3. Structural Equation Model Analysis - SEM 96
3.2.4.4. Analysis of the role of control variables 97
3.2.4.5. Testing the moderating role of group 98
3.2.4.6. Estimating the theoretical model using Bootstrap 99
3.3. Summary of Chapter 99
Chapter 4. DATA ANALYSIS AND RESEARCH RESULTS 101
4.1. Introduction 101
4.2. Preliminary scale test results 101
4.2.1. Sample characteristics 101
4.2.2. Preliminary scale test results 102
4.2.2.1. Cronbach's Alpha reliability coefficient 102
4.2.2.2. Exploratory factor analysis EFA 102
4.3. Official scale test results 103
4.3.1. Sample characteristics 103
4.3.2. Scale validation by confirmatory factor analysis - CFA 104
4.3.2.1. CFA results of multidimensional concepts 105
4.3.2.2. CFA results of unidimensional concepts 109
4.3.2.3. CFA results of the 109 critical model
4.4. Testing theoretical models and research hypotheses 112
4.4.1. Method of testing theoretical model 112
4.4.2. Results of testing the main model and research hypotheses 113
4.5. Model testing with moderator variables 115
4.5.1. Model with absorptive capacity (AC) as moderator variable 116
4.5.2. Model with life purpose as moderator variable (PL) 117
4.6. Results of control variable analysis 119
4.7. Results of moderator variable analysis for group 120
4.8. Summary of Chapter 123
Chapter 5. CONCLUSION AND SIGNIFICANCE OF THE STUDY 124
5.1. Introduction to Chapter 124
5.2. Summary of research process 124
5.3. Discussion of research results 126
5.4. Significance of the study 135
5.4.1. Theoretical significance 135
5.4.1.1. Academic significance 135
5.4.1.2. Significance of research method 136
5.4.2. Practical significance 138
5.4.2.1. Managerial implications for enhancing student engagement 139
5.4.2.2. Management implications for improving the quality of university life 141
5.4.2.3. Managerial implications of differences among student groups 142
5.5. Limitations and future research directions 142
5.5.1. Limitations 142
5.5.2. Future research directions 143
LIST OF AUTHOR'S PUBLISHED RESEARCH WORKS RELATED TO THE THESIS 144
REFERENCES 145
Appendix 2.1. SUMMARY TABLE OF DEFINITIONS OF CONCEPTS ON STUDENT ENGAGEMENT 1
Appendix 2.2. SUMMARY TABLE OF COMPONENTS MEASURING THE CONCEPT OF STUDENT ENGAGEMENT 5
Appendix 2.3. SUMMARY TABLE OF DEFINITIONS OF ABSORPTION CAPACITY CONCEPTS 8
Appendix 3.1. RESEARCH CONCEPTS SCALE 12
Appendix 3.2. LIST OF PERSONNEL PARTICIPATING IN SCALE ADJUSTMENT 31
Appendix 4.1. RESULTS OF CRONBACH'S ALPHA ANALYSIS 32
Appendix 4.2. RESULTS OF EXPLORATORY FACTOR ANALYSIS (EFA) 35
Appendix 4.3. CFA RESULTS PERCEIVED SERVICE VALUE (PSV) 40
Appendix 4.4. CFA RESULTS STUDENT ENGAGEMENT (SE) 43