TẠP CHÍ KHOA HỌC QUẢN LÝ GIÁO DỤC SỐ 01(45), THÁNG 3 – 2025
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CÁC YẾU TỐ ẢNH HƯỞNG ĐẾN ĐỊNH HƯỚNG
GIÁ TRỊ LỐI SỐNG CỦA SINH VIÊN: NGHIÊN CỨU TRƯỜNG HỢP
TẠI TRƯỜNG ĐẠI HỌC SƯ PHẠM THÀNH PHỐ HỒ CHÍ MINH
FACTORS INFLUENCING STUDENTS’ LIFESTYLE VALUE ORIENTATION:
A CASE STUDY AT HO CHI MINH CITY UNIVERSITY OF EDUCATION
ĐOÀN MAI NGUYÊN, NGUYỄN NGỌC HUỲNH TRÂM, PHẠM THIÊN KIM, ĐẶNG TRẦN
NHẬT HOAN, DƯ THỐNG NHẤT, nhatdt@hcmue.edu.vn
Trường Đại học Sư phạm Thành phố Hồ Chí Minh.
THÔNG TIN
TÓM TẮT
Ngày nhận: 24/02/2025
Ngày nhận lại: 16/03/2025
Duyệt đăng: 18/03/2025
Mã số: TCKH-S01T03-2025-B05
ISSN: 2354 - 0788
Định hướng giá trị lối sống của sinh viên đóng vai trò quan trọng
trong giáo dục và phát triển con người, định hình sự trưởng thành
cá nhân cũng như những đóng góp của họ cho xã hội. Hiểu rõ các
yếu tố ảnh hưởng đến giá trị lối sống của sinh viên là điều cần thiết
để các trường đại học nâng cao chất lượng giáo dục và thúc đẩy sự
phát triển toàn diện của sinh viên. Nghiên cứu sử dụng phương pháp
khảo sát, dữ liệu được thu thập từ mẫu thuận tiện gồm 389 sinh viên
Trường Đại học Sư phạm Thành phố Hồ Chí Minh. Phân tích mô tả
và tương quan cùng với phân tích nhân tố khẳng định được áp dụng
để kiểm tra mối quan hệ giữa các biến số và kiểm nghiệm mô hình
đề xuất. Kết quả nghiên cứu cho thấy có năm yếu tố chính ảnh hưởng
đến giá trị lối sống của sinh viên: giáo dục gia đình, giáo dục nhà
trường, quan hệ bạn bè, truyền thông và định hướng cá nhân. Các
chỉ số thống kê như tải số nhân tố, giá trị riêng và phương sai giải
thích đã xác nhận độ tin cậy của mô hình năm nhân tố. Những phát
hiện này cung cấp hàm ý quan trọng cho các nhà nghiên cứu giáo
dục, quản lý giáo dục và nhà hoạch định chính sách. Chúng góp
phần hỗ trợ xây dựng chương trình giảng dạy và chiến lược tổ chức
giáo dục nhằm thúc đẩy những giá trị lối sống tích cực trong sinh viên.
Từ khóa:
giá trị lối sống, định hướng giá trị,
yếu tố ảnh hưởng, sinh viên
Keywords:
lifestyle value, value orientation,
influencing factor, student.
ABSTRACT
The lifestyle value orientation of students plays a critical role in
education and human development, shaping their personal growth
and societal contributions. Understanding the factors that influence
students’ lifestyle values is essential for universities to enhance
educational quality and foster holistic student development. The study
employs a survey method, with data collected from a convenient
sample of 389 students at Ho Chi Minh City University of Education.
Descriptive and correlation analyses, along with Confirmatory Factor
Analysis (CFA), were employed to examine the relationships among
variables and validate the proposed model. The findings indicate that
five primary factors influence students’ lifestyle values: family
education, school education, peer relationships, media exposure, and
self-orientation. Statistical measures such as factor loadings,
eigenvalues, and explained variance confirmed the reliability of the
five-factor model. These insights provide valuable implications for
educational researchers, academic administrators, and policymakers,
supporting the development of curricula and institutional strategies
that promote positive lifestyle values among students.
ĐOÀN MAI NGUYÊN - NGUYỄN NGỌC HUỲNH TRÂM - PHẠM THIÊN KIM - ĐẶNG TRẦN NHẬT HOAN - DƯ THỐNG NHẤT
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1. Introduction
The development of human beings involves
several transition phases throughout their lifespan,
with the college years representing one of the most
critical stages. This period significantly influences
an individual’s lifestyle, as students become more
independent and responsible for their own
decisions, particularly when living away from
home (Almutairi & Alonazi, 2019). At this stage,
students actively shape their future, construct their
worldviews, and explore career paths, contributing
to the formation of their fundamental life values
(Dolgova et al., 2023). While contemporary youth
are often described as “dynamic” and “creative,”
there are also concerns that they are unmotivated,
reluctant to embrace responsibility, and primarily
focused on enjoyment and consumption. Such
concerns raise questions about whether the
younger generation is adequately prepared to face
future challenges and whether their lifestyle value
orientations are undergoing significant changes.
In the context of societal development,
shaping the value orientations of young people
is a crucial issue, as this demographic plays a
key role in driving social progress
(Khammatova et al., 2021). Values reflect what
individuals consider significant and meaningful in
life (Becker, 2004). Among various theoretical
perspectives, Dolgova et al. (2023) conceptualize
values as a combination of personality orientation
(Rubinstein, 2005); necessities and motivations
(Maslow,1943); the beliefs of an individual
(Zdravomyslov & Yadov,1965). Furthermore,
Ananyev (1968) views value orientation as a
foundational element in shaping personality,
encompassing principles such as honesty, loyalty,
responsibility, and respect. These values are
influenced by multiple factors, including cultural
background, family upbringing, educational
environment, and personal experiences.
According to Khammatova et al. (2021), value
orientation is a crucial determinant of behavior and
decision-making, influencing both the content of
actions and the means to achieve them.
In addition, lifestyle, as a related concept, is
understood through various dimensions. Jensen
(2007) posits that lifestyle is inherently linked to
multiple levels of analysis, including (i) the
global level, (ii) the structural level, (iii) the
positional level, and (iv) the individual level.
This study primarily focuses on the positional
and individual levels, which examine lifestyle
value orientations as they relate to students’
immediate environment and personal choices.
Students’ lifestyle value orientation plays a
significant role in shaping their attitudes,
behaviors, and overall educational experience.
While numerous studies have explored student
development, research specifically examining
the determinants of lifestyle value orientation
remains limited. In Vietnam, despite extensive
studies on student lifestyles and values, there is
still a notable gap in understanding the factors
that influence these orientations. Existing
research tends to focus on case studies or
specific aspects of student behavior, rather than
comprehensively analyzing the key influences
on their value orientations.
Understanding the factors that shape
students’ lifestyle value orientations is essential
for gaining deeper insights into their personal
development and decision-making processes.
Given the complexity of lifestyle as a construct,
this study aims to explore the various influences
ranging from social networks to personal
aspirations that contribute to the formation of
students’ values and behaviors at Ho Chi Minh
City University of Education. By examining these
determinants, the research seeks to enhance the
understanding of student development and provide
valuable insights for educators and policymakers.
To achieve this, the study is guided by the central
research question: How do various factors
influence the lifestyle value orientations of
students at Ho Chi Minh City University of
Education? Through this analysis, the study aims
to shed light on how students navigate their social
and academic environments while shaping their
personal identities.
2. Content
2.1. Literature Review
2.1.1. Lifestyle
Lifestyle is a multidimensional concept that
encompasses various aspects of daily life,
including diet, nutrition, substance use, physical
activity, exercise, stress management, restorative
sleep, social support, and environmental
influences such as screen time and exposure to
nature (Giner-Murillo et al., 2021). These
dimensions collectively shape an individual’s
well-being and overall quality of life. A lifestyle
can be broadly categorized as either healthy or
unhealthy, depending on the choices and behaviors
of an individual (Almutairi et al., 2018). Given its
significance, lifestyle plays a crucial role in
determining long-term health outcomes, as it
integrates a range of habits and behaviors that define
a person’s routine. Promoting a healthy lifestyle is
essential for enhancing well-being, self-actualization,
and life satisfaction (Ruiz-Zaldibar et al., 2022).
From a sociological perspective, lifestyle is
shaped by both external influences and personal
TẠP CHÍ KHOA HỌC QUẢN LÝ GIÁO DỤC SỐ 01(45), THÁNG 3 – 2025
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choices. Jesen (2007) argues that lifestyle is
inherently linked to social structures and individual
identity. At the societal level, lifestyle is influenced
by subcultures formed through family, peer groups,
and various social networks. These subcultures
create routinized manifestations of values,
behaviors, and norms, which shape how individuals
interact with their environment. On the individual
level, lifestyle is a reflection of self-identity,
regulated by personal goals, social interactions, and
the influence of external forces such as friends and
media exposure. Understanding how these factors
contribute to lifestyle formation is critical to
comprehensively analyzing how individuals
construct their identities.
In the context of higher education, students’
lifestyle choices are influenced by a variety of
social and environmental factors. University life
represents a transition phase where students gain
independence and begin to establish their own
value orientations. During this period, students
make lifestyle decisions that can have long-term
implications for their well-being and personal
development. The influence of family, peer
relationships, media exposure, and institutional
environments plays a crucial role in shaping
these choices. As universities seek to foster
holistic student development, understanding the
determinants of students’ lifestyle value
orientations becomes increasingly important.
2.1.2. Value orientation
The concept of value orientation is widely
applied across various disciplines, including
psychology, sociology, and education.
However, its definition varies depending on the
perspective from which it is examined. One of
the primary challenges in studying value
orientation lies in the diverse interpretations and
applications of the term. Some scholars define
value orientation as a reflection of the social
influences that individuals and groups are
exposed to, shaping their perceptions, attitudes,
and behaviors (Schwartz, 2006, 2007). This
perspective views values as dynamic constructs
that evolve based on external factors such as
culture, education, and social interactions.
Another perspective considers value
orientation as an individual’s concern for others
and their attitude toward sustainability. Guan and
Zhang (2023) suggest that value orientation
influences how people interact with their
communities and environment, shaping their
ethical considerations and long-term commitments
to social responsibility. This implies that values are
not only internalized beliefs but also serve as
guiding principles in shaping human relationships
and decision-making processes.
In the context of education, value
orientations play a fundamental role in students’
personality development. Dolgova et al. (2023)
argue that students’ value orientations
significantly influence their identity formation,
decision-making, and approach to learning. As
young individuals transition into adulthood, their
exposure to various societal influences -such as
family, peer networks, media exposure, and
institutional education-contributes to the evolution
of their values. Universities, as key environments
for intellectual and moral development, serve as
platforms where students refine their beliefs,
ethical stances, and lifestyle preferences.
Furthermore, value orientations provide a
structural framework for lifestyle choices. They
influence students’ priorities, aspirations, and
behavioral patterns, ultimately shaping their
long-term perspectives on career, relationships,
and personal fulfillment. As educational
institutions seek to foster well-rounded
individuals, understanding the factors that
influence students’ value orientations is
essential for designing curricula and support
systems that nurture positive social and moral
development. Given the varying definitions and
theoretical perspectives on value orientation,
this study seeks to explore how different factors
influence students’ value systems.
2.1.3. Students’ lifestyle value orientation
Students’ lifestyle value orientation refers to
their perception, evaluation, and selection of
values in everyday life activities. It involves the
promotion and adjustment of attitudes and
behaviors to align with these values under specific
subjective conditions (Nguyen The Dan, 2018).
As young adults navigate their academic and
social environments, their lifestyle value
orientations serve as guiding principles that
influence their decision-making, personal
development, and social interactions.
A student’s personal lifestyle is shaped by
multiple external and internal influences,
including family, friendships, cultural styles, and
media exposure (Jensen, 2007). Among these
influences, personal preferences play a crucial role
in determining how individuals adopt and
internalize values. Nguyen The Dan (2018)
identified 16 factors affecting an individual’s
lifestyle value orientation, emphasizing the
interplay between family background and
personal experiences in shaping value systems.
Similarly, Luu Minh Van et al. (2016) identified
five major factors contributing to changes in
students’ lifestyles: family, school, friendships,
mass media, and globalization. These factors
were further divided into 30 specific influences,
ĐOÀN MAI NGUYÊN - NGUYỄN NGỌC HUỲNH TRÂM - PHẠM THIÊN KIM - ĐẶNG TRẦN NHẬT HOAN - DƯ THỐNG NHẤT
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with findings highlighting self-awareness,
parental education, and self-training as the most
significant determinants of lifestyle changes
among students.
Building on these prior studies, this research
proposes a refined model of five key factors
influencing the lifestyle value orientation of students
at Ho Chi Minh City University of Education:
Family Education - The role of family in
shaping values, behaviors, and attitudes toward
personal and societal responsibilities.
School Education - The influence of
academic institutions in fostering ethical and
intellectual growth.
Peer Relationships - The impact of social
interactions and friendships on lifestyle choices
and value preferences.
Media Exposure - The role of digital and
mass media in shaping perceptions, aspirations,
and social norms.
Self-Orientation - The personal agency of
students in forming their own values through
self-reflection and experiences.
Understanding how these factors interact
provides valuable insights into the mechanisms
through which students develop their lifestyle
value orientation. Given the rapidly changing
social landscape, it is essential to examine the
extent to which these influences shape students’
perspectives, behaviors, and future aspirations.
2.2. Methodology
2.2.1. Research design
The study employed a cross-sectional design
within the framework of quantitative research,
offering certain advantages. One key benefit is its
efficiency and cost-effectiveness, as this method
allows for data collection at a single point in time,
reducing resource demands compared to
longitudinal studies (Wang & Cheng, 2020).
Additionally, it enables the simultaneous analysis
of multiple variables, providing an overview of
factors influencing students’ lifestyle value
orientations (Pandis, 2014). Furthermore, the lack
of data manipulation ensures that the results reflect
natural patterns without being affected by
researcher bias.
2.2.2. Sample and data collection
This study employed a convenience
sampling method, selecting 397 students from a
total population of 13.747 at Ho Chi Minh City
University of Education, based on Slovin’s
formula (1960) 𝑛 = 𝑁
1+𝑁(𝑒)2 which was applied
to determine the optimal sample size at a 95%
confidence level with a 5% margin of error. The
calculation yielded 𝑛 = 13.747
1+(13.747×0.052)≈389,
ensuring adequate representation while
maintaining feasibility within the convenience
sampling approach. Participants were asked to
complete the survey within approximately 20
minutes, and all responses were collected
voluntarily under conditions of anonymity.
Following the data cleaning process, 389 student
responses were retained, with 9 responses
removed due to missing or incomplete data. The
final sample was categorized by academic year
into Freshmen (35.7%, n=139), Sophomores
(30.3%, n=118), Juniors (21.9%, n=85), and
Seniors (12.1%, n=47). Regarding fields of
study, 56.6% (n=220) were enrolled in non-
education majors, while 43.4% (n=169) were in
education majors. This distribution reflects a
diverse and representative sample for
analyzing the factors influencing students’
lifestyle value orientation.
2.2.3. Instruments
We conceptualized all the measures used in
this study as individual-level constructs, meaning
that the measurement of variables is based on each
student’s personal perceptions. Grounded in the
theoretical framework, 63 items were developed to
assess five independent variables - Family
Education, School Education, Peer Relationships,
Media Exposure, and Self-Orientation (35 items
total) - and one dependent variable, Lifestyle
Value Orientation (27 items). Participants
responded to questions related to the influencing
factors using a 5-point Likert scale, with
response options ranging from 1 (Strongly
Disagree - SD) to 5 (Strongly Agree - SA). For
questions assessing lifestyle value orientation, a
separate 5-point scale was used, with response
options ranging from 1 (Strongly Unimportant -
SU) to 5 (Strongly Important - SI). These scales
were designed to capture the subjective
evaluations of students regarding the factors
influencing their lifestyle values.
2.2.4. Data analysis
The primary objective of this study was to
validate the factors influencing the lifestyle
value orientation of students at Ho Chi Minh
City University of Education. The first step
involved assessing the reliability of the five
independent variables and the overall lifestyle
value orientation using Cronbach’s alpha
coefficients (α). A predetermined threshold was
set, requiring α ≥ 0.70 and a corrected item-total
correlation of at least 0.30 to ensure internal
consistency. Next, the study conducted both
Exploratory Factor Analysis (EFA) and
Confirmatory Factor Analysis (CFA) to
examine the factor structure and validate the
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latent constructs. EFA was performed using
principal-axis factoring with varimax rotation,
adhering to the following criteria: Kaiser-
Meyer-Olkin (KMO) measure between 0.50 and
1.00, Bartlett’s test (p < 0.50), factor loadings >
0.50, and Eigenvalues > 1. This step helped
identify the underlying structure of the scale and
determine the factor composition. To further
substantiate the latent structural validity, CFA was
employed, evaluating model fit through key
goodness-of-fit indices: χ²/df ≤ 3, GFI ≥ 0.90, CFI
≥ 0.90, TLI ≥ 0.90, and RMSEA ≤ 0.08. Additional
criteria for construct validity included Average
Variance Extracted (AVE) ≥ 0.50, Standardized
Errors (SE) < 1, Composite Reliability (CR) ≥
0.60, and correlation coefficients among
constructs at r ≥ 0.05 (Hu, & Bentler, 1999). The
significance level was set at p < 0.001 to ensure the
robustness of statistical inferences
2.3. Results and Discussions
2.3.1. Exploratory Factor Analysis (EFA) and
Reliability Coefficient
Through the Cronbach’s Alpha test, no
variables were eliminated from the research
model, as all item-total correlation coefficients
exceeded 0.30. The reliability coefficients for the
six scales ranged from 0.844 to 0.940, indicating
a high level of internal consistency (Hoang Trong
& Chu Nguyen Mong Ngoc, 2008; Hair, Black,
Babin & Anderson, 2010). This result confirms
that the observed variables within each factor and
value consistently measure the same concept.
Consequently, all 63 items from the six subscales
were retained for EFA.
Table 1. Exploratory factor analysis for the variables
Factors/ Items
Factor
loading
α
Family Education (FE)
0.872
Parents set clear expectations for my future career path. (Fe1)
0.504
Parents actively cultivate my sense of discipline. (Fe2)
0.686
Parents create opportunities to help me develop my character. (Fe3)
0.714
Parents encourage and support me in pursuing my passions. (Fe4)
0.674
Parents nurture me with unconditional love and care. (Fe5)
0.751
Parents consistently promote my independence and self-reliance. (Fe6)
0.667
School Education (SE)
0.910
The Youth Union educates students on moral values, civilized lifestyles, and
patriotism through organized activities. (Se1)
0.696
The Student Association promotes student participation in extracurricular activities.
(Se2)
0.666
Lecturers model ethical standards and exemplary lifestyles.(Se3)
0.683
Lecturers encourage students to adopt a positive lifestyle and embrace personal
and social responsibility. (Se4)
0.726
The curriculum integrates life skills education as a fundamental component. (Se5)
0.695
The curriculum offers students hands-on and practical learning experiences. (Se6)
0.670
Peer Relationships (PR)
0.901
Friends help me recognize and correct inappropriate behaviors to improve myself. (Pr1)
0.701
Friends provide constructive feedback to help me refine my life goals. (Pr2)
0.708
Friends encourage me to excel academically and pursue success. (Pr3)
0.664
Friends motivate me to live responsibly and contribute to society. (Pr4)
0.736
Friends support me during difficult times and help me reassess my values. (Pr5)
0.701
Friends present challenges that reinforce and uphold my personal values. (Pr6)
0.731
Media Exposure (ME)
0.844
Media influences my lifestyle choices through repeated messages. (Me1)
0.733
Media stimulates my curiosity about new lifestyles. (Me2)
0.659
Media presents role models with admirable lives and successes, inspiring me to
follow their example. (Me3)
0.522
Media shapes my perspectives on life values through programs, articles, and
entertainment content. (Me4)
0.642
Self-Orientation (SO)
0.940
I analyze my strengths and weaknesses to adjust my lifestyle values. (So1)
0.661