Inside the intention to join extracurricular activities: Integrating the theory of planned behavior and signaling theory

Abstract

Although researchers have previously discussed the consequences of extracurricular activity (ECA) participation, the question of which factors affect the intention to participate in ECAs has been less addressed. By incorporating the theory of planned behavior (TPB) and signaling theory, this study investigates the role of the components of the TPB and signal quality in the intention to join ECAs. In addition, the contingent effects of students' demographic profiles, such as their gender, their year in school, and whether they have a part-time job, are examined. A sample of 386 students at various universities in Ho Chi Minh, Vietnam, was used to test a model that incorporates the relationships between TPB components and signal quality by means of the partial least squares (PLS) technique. The results of this study indicate that the three components of the TPB have positive impacts on the intention to join ECAs. In addition, signal quality affects both attitude and intention. Finally, students' demographic profiles, such as their gender, their year in school, and whether they have a part-time job, have moderating roles in the relationship from attitude and subjective norms to intention. This study adopted a cross-sectional design and was conducted in Vietnam only. Future research should consider longitudinal studies and make comparisons between countries with diverse cultures. As another limitation, this study investigated only university students. Future research, therefore, is needed to consider other subjects and different sectors, such as high school pupils. The results of this study suggest that ECA

Hackathons as extracurricular activities: Unraveling the motivational orientation behind student participation

“…However, while ECAs influence student motivation, what motivates students to participate in ECAs remains unclear. Conversely, Dang and Nguyen Viet [16] looked at the antecedents by combining the theories of planned behavior [1] and signaling [66]. This study used demographic, information quality, capability, and motivation (i.e., attitude and subjective norm) factors to determine what influences students to participate in ECAs.…”

“…Prior works have shown that the demographic profile influences students' intention to participate in ECAs [16,57]. These factors may also affect the interrelationships between the core variables in the hackathon context.…”

“…By wearing the lens of SDT, it realizes a holistic model of student participation (both participation intention and continuance participation) in hackathons rooted in motivation factors and ECA research. Consequently, it extended the study of Dang and Nguyen Viet [16] by integrating intrinsic and extrinsic motivations as additional antecedents of ECA participation via hackathons as the central point of investigation. While intrinsic motivation influences initial participation, students will continue to partake because of extrinsic motivation.…”

“…Building on this study gap, the purpose of this study was to examine the motivational orientation behind student participation in hackathons. Although not in the context of hackathons but ECAs, researchers such as Dang and Nguyen Viet [16] and Liu [46] launched similar investigations grounded in various theories. However, there is still a lack of understanding on whether student participation is likewise driven by motivational factors.…”

“…Regardless of their characteristics, it is still unknown what motivates students to participate in hackathons. Although there is a study that identified what motivates ECA participation [16], motivating factors were not given priority.…”