I. Nội dung và yêu cầu
- Làm việc nhóm 4 -6 bạn
- Chọn chủ đề, thu thập dữ liệu và viết báo cáo
- Thành phần điểm: 40% cá nhân (thuyết trình) + 60% sản phẩm
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II. Sản phẩm của nhóm (7)
VIETNAM NATIONAL UNIVERSITY, HANOI
UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF ENGLISH LANGUAGE TEACHER EDUCATION
English for Contemporary Themes II
INQUIRY PROJECT
Group 4 – Class E11
1
Phạm Trần Hạnh Nguyên
22040382
2
Nguyễn Hiền Mai
22040432
3
Trần Bảo Thi
22040601
4
Nguyễn Thị Khánh Vân
22040592
5
Mai Thị Hồng Ngọc
22040559
Theme: Tourism and transportation
Topic: Ulis first-year students' spending habit on domestic traveling in Vietnam
Date of submission: 6/7/2023
Table of Contents
A. INQUIRY PROJECT....................................................................
I. Introduction..................................................................................
Reasons. .......................................................................................
Project objectives. ............................................................................
Current situation. ..............................................................................
Searching area. ...............................................................................
II. Information gathering and analyzing. ..................................................
Structure. .......................................................................................
Context .........................................................................................
Strategy. ........................................................................................
III. Finding results. ...........................................................................
The frequency of traveling. ..................................................................
The length of a domestic trip. ...............................................................
Frequency of overspending when traveling domestically................................
Items Ulis first-year students spent the most when traveling inland. ..................
Items Ulis first-year students spent the least when traveling inland. ..................
Spending choice if they are lacking money when traveling domestically. ............
ULIS first-year students' priority when traveling domestically. ........................
Discussion. ....................................................................................
IV. Recommendations. .......................................................................
Awareness about budget......................................................................
Plan for tour. ...................................................................................
Awareness about expenses. ..................................................................
Using cash instead of credit cards. .........................................................
Overall ..........................................................................................
V. Conclusion. .................................................................................
VI. REFERENCE ............................................................................
B. EVALUATION............................................................................
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INQUIRY PROJECT
I. Introduction Reasons
There are two main reasons for us to conduct this project. Firstly, spending management is a dilemma for many young people when traveling. Second, the number of studies on this topic among students is limited. Therefore, we chose the topic "Ulis first-year students' spending habits on domestic traveling in Vietnam" in order to find out how Ulis students use money when traveling in the country and then propose some solutions to help them have reasonable spending.
Projects objectives
Our project would investigate 2 main things. The first one is the frequency of domestic traveling in Vietnam of ULIS first-year students. The second objective is their spending level as well as travel behavior during their trip.
Current situation
University students presented an emerging market for traveling, who share the same level of demands as young people (Clarker, 1992).
A survey conducted by Ha and Le (2023) reveals that no more than 3 times a year is the frequency of travel people often do. In the other aspect, Vietnam Tourism Newspaper (2018) stated that the leading criterion for tourism of young Vietnamese people is low cost, whereas, in 2022, Thanh Nien newspaper has shown that some young Vietnamese people are spending a lot on travel, even spending almost half of a month's income. Two sources reflect opposing spending trends: Overspending and thrifty travel. Of expenses, dining, shopping and entertainment are the biggest expenditures, according to a study by Chiu et al. (2015). Considering the studies mentioned above, we find that there are both contradictions and mutual support .
Searching area
We decided to conduct our research in the area of the University of Languages and International Study (Hanoi).
II. Information gathering and analyzing
Structure
The stakeholders of the survey are over 50 first-year students in The University of Languages and International Studies, Vietnam National University, Ha Noi on purpose. We decided to select the respondents who toured domestically and not mention their genders in the inquiry project form. A questionnaire was designed to investigate their traveling habits. Structurally, it includes 7 questions, spreading across two main sections: Traveling frequency and Habits in university students, and Discussion. One closed-ended question type was implemented, Multiple choice (both single and multiple select).
Context
The questionnaire was created in its original form in English and delivered to our lecturer for verification of quality. For everyone to have access, a Vietnamese translation was created and submitted to Google Forms. The poll was available online for one week and took between 3 and 5 minutes to complete. Our fellow undergraduates at the university were given mails and messages with the survey. We also sent the questionnaire to social groups of Ulis freshmans to complete the survey thus increasing the number of respondents.
Strategy
In this study we utilized two types of sources. Derivative sources were examined to conduct a survey evaluating students' spending patterns and defining a fitting survey based on extracted keywords. Primary sources gathered from the question list were decoded using previously taught methods:
To summarize, raw data and our takes on them were meticulously prepared into 2 sections: general information and spending habits. Following that, main information was retained and compressed into paragraphs.
During analysis, we used visual aids from Google Forms so we could eliminate the substandard one and make a summary sheet.
In the synthesizing process, survey statistics, secondary sources, and material from the current situation segment were combined to compare financial habitual categories, analyze participants' spending behavior during travel and assist in problem-solving.
III. Finding results
The frequency of traveling
Figure 1. The frequency of traveling
Figure 1 illustrates how frequently first-year Ulis students take domestic trips in a year. Overall, among three mentioned segments, one to three tours per year is chosen the most and more than five times is on the contrary.
In detail, the majority of the participants took part in from one to three domestic tours annually whereas a fourth of responses traveled more than that quantity. The pie chart shows that first-year Ulis students do not travel in their country too often. This data corresponds with the survey of Ha and Le (2023) which records that nearly 85% Vietnamese domestic tourists had no more than 3 trips yearly.
The length of a domestic trip
Figure 2. The length of a domestic trip
This figure indicates the time of each first-year Ulis students' tours.
At the first glance, one can see that there are four different sectors and the participants having one-day trips is the most. The diagram shows that nearly a haIf of surveyed students (49,2%) traveled in a day which is 15% higher than the percentage of two days. The two other sectors' data only accounted for a small proportion. It is easily seen that first-year Ulis-students had a tendency to tour in a short time. This finding shares the same result with the research of Pham (2021) which records that the majority of students in Ho Chi Minh City would rather have short domestic trips than long ones.
Frequency of overspending when traveling domestically
Figure 3: Frequency of overspending when traveling domestically
The chart above represents the prevalence of overspending among the participants.
As can be seen, more than a half of the surveyed students (55,4%) agreed that they had a lavish consumption on traveling. On the contrary, 23.1% of the participants stated that they did not have a tendency of splurging; while the other 21,5% wavered if they overindulged financially during a trip.
This mentioned chart comes across as a more primal preference of overspending in ULIS undergraduates (first-year) throughout an expedition. Riviera Travel, one of the UK's leading escorted tour companies, stated from a study in 2019 that "seventy-seven percent of 18 to 24-year-olds admit to having spent money on unexpected charges on holiday" (Janeen Christoff, 2019), which supports the previously mentioned statement.
Items Ulis first-year students spent the most when traveling inland.
Figure 4: Items Ulis first-year students spent the most when traveling inland.
Figure 4 details the expenditures on different items by the participants who traveled domestically.
Generally, the biggest of six major expenses was for food and drink. Notably, out of 65 respondents, 48 said that they spent the most on food and beverages when traveling. Ranked second and third respectively in the level of spending are entertainment and accommodation, equal to about two-third of the cost young travelers spend on eating and drinking. In contrast, only 6,2% of freshmans surveyed opened up their wallets for tickets. It seems likely that Ulis first-year students prioritize spending money on meals rather than transportation or fashion in their inland travels.
These priority expenditures were also similar to young people in Malaysia as a study conducted in this country showed that food and drink were the items that young tourists spent the most (Chiu et al., 2015).
Figure 5: Items Ulis first-year students spent the least when traveling inland
Figure 5 gives information about the data on which those who took part spent the least when they traveled domestically.
As is observed, fashion was the factor that students paid the least attention to when spending money on their trip within the country with over two-thirds of the number of responses (63,1%). Following fashion are the cost of accommodation (32,2%), tickets (38,5%), souvenirs (23,1%) and the types of entertainment (20%) Ulis' freshmans participated in while traveling. It is obvious that the primary expense on the majority of first-year student trips is the cost of food and drinks with just 9 respondents (13,8%) reported that this is the factor that they spent the least on every domestic trip.
This finding is consistent with a study conducted by the Vietnam Tourism Development Institute in 2022, which found that shopping is not a priority for young people when traveling (Le et al, 2022)
Spending choice if they are lacking of money when traveling domestically
Figure 6: Spending choice if they are lacking of money when traveling domestically
The bar chart above shows how ULIS first-year students decide when they are lacking money during their trip.
Among 3 choices, most university students would resign to buy what they wanted if they were in this situation, with 63,1%. Significantly, more than one fifth of respondents (21,5%) chose to borrow money from their friends or family. The percentage of students deciding to bargain was around 15%. Bargaining was one of the popular consuming habits of Vietnamese people (Nhung & Yoshinori, 2017), and first-year ones were also influenced by this trend and took action to buy what they wanted while traveling domestically.
The findings showed the similarity with another research of Student Beans media company, showing that 83% of Gen Z were willing to cut down on unneeded expenditure when travelling (Baoquangnam, 2023). Although a small proportion of ULIS first-year undergraduate fellows still depended on their financial support when traveling domestically, most of them had actions to save their money despite requiring their sacrifices.
ULIS first-year students' priority when traveling domestically
The finding graph demonstrates which students take on priority when they have a domestic trip.
In general, price, distance and time were the most important criteria for a trip to be conducted. Nearly half of students (49,2%) took price as the highest priority, followed by distance with 38,5%. Meanwhile, the percentage of students considering their amount of time before traveling domestically was 30,8%, but still in the high rank. There was an answer revealing that they deliberate all given suggestions.
In conclusion, ULIS first-year students took priority on both price, distance and time before traveling domestically, though the financial budget was the most essential one. Similar results were obtained by Buchta and Skiert (2012, p.26) revealing that cost of the journey was one of the students' preferences, beside time saving (Larsen & Guiver, 2013) and distance (Khadaroo & Seetanah, 2007).
Discussion
First year students in Ulis share many similarities with young people in both domestic traveling frequency and spending habits, such as preferring short-term trips (Ha & Le, 2023), spending more on food and beverage (Chiu et al, 2015), and spending less on fashion (Le, 2022). Although only a minority of students do not often overspend on their domestic trip, most of Ulis undergraduate fellows are aware of how to spend money most effectively and take actions in order to buy what they want or save their money. (Milena et al, 2014)
IV. Recommendations
Given that a large number of Ulis first-year students have an issue with overspending when traveling domestically, it is necessary to have careful preparation before having a domestic trip.
Awareness about budget
In light of the uncontrolled spending, being aware of the financial situation plays a key role in preparation for a trip. The amount of money dominates most of the activities during the tour. As a result, it is necessary to understand their recent budget situation so that they can detailedly plan on which they will spend on the upcoming trip (Karga & Lin, 2021).
Planing for tour
Virtually, everyone can relate to an unplanned overspending scenario (Guardianlife, 2023). Therefore, a schedule is effective for visitors to keep their budget under control and restrict overspending. Drawing up and sticking to a specific tour plan can bring people an optimal experience. According to Penfed Credit Union (2021), that will save much considering time as well as money on unnecessary things.
Awareness about expenses
Even if we made some budgetary concerns but did not give the trip's costs careful thought, excessive spending is still possible. Later financial difficulties may result from this. To avoid overspending, it is essential to be aware of your expenses and create a daily budget (Guardianlife, 2023). This can include: only buying things you really need on the trip; before deciding to buy something, carefully consider whether it will be useful to you or whether you will use it later. (Yu et al., 2020)
Using cash instead of credit cards
According to a study by Nguyen (2016), using credit cards had a negative impact on people's consumption patterns, which led to overspending when traveling. ULIS first-year students can better control their spending on their trip and prevent overspending by paying with cash rather than a credit card or online banking (FE, 2023).
Overall
In conclusion, by following the solutions mentioned above, freshmans in Ulis can avoid overspending while traveling and make the most of their trip within their budget. A little bit of planning and discipline can go a long way in ensuring a stress-free and enjoyable holiday.
V. Conclusion
Over the course of our research, we have obtained objective data on the spending habits of ULIS first-year students. And since then, we have been able to come up with some solutions to help them spend more rationally on their domestic trips.
It shows the fact that a significant number of them prefer traveling short-term and have 1 to 3 trips annually. Besides, more than half of ULIS first year students overspend, while some show they are unsure about their spending habits. Food and drink are the objectives that students expense the most, while the expenditure for fashion is the lowest one. In addition, most ULIS undergraduate fellows consider price as the most important element affecting their destination choice and are willing to resign what they want in order to save their money during a domestic trip.
However, there are some shortcomings that appear in our research. The first one is that our questionnaire does not make certain of a comprehensive depiction about the situation of ULIS students' spending habits in traveling. The second element to mention is our limited composition, we have only about a week to gather the related data and analyze it. Besides, we do not mention the behaviors between contrasted genders, although a lot of material pointed out that female students had an inclination to spend more than male students.
During the time we carried out our research, we realized a truth that the spending problem in traveling could happen to anyone, not only the university students. In view of the fact that both the asset and drawback exist, our research is hoped to look into ULIS first-year students' difficulty in tourism consumption. Therefore, we can make a list of suggestions on their financial choices when traveling.
VI. REFERENCE
Buchta, K., Skiert, M., 2012. Wzorce aktywności turystycznej studentów turystyki i rekreacji w uczelni wychowania fizycznego (Patterns of Tourist Activity of Students in Tourism and Recreation in the Physical Education College). Zeszyty Naukowe Uniwersytetu Szczecińskiego, No. 699, Ekonomiczne Problemy Usług, pp.23-32.
Chiu, L. K., Ramli, K. I., Yusof, N. F. F. M., & Ting, C. S. (2015). Examining Young Malaysians Travel Behaviour and Expenditure Patterns in Domestic Tourism. Asian Social Science, 11(9).
Christoff, J. (2019). 'Gen-Z More Likely to Overspend on Vacation', TravelPulse.
Dębski, M., & Nasierowski, W. (2017). Criteria for the Selection of Tourism Destinations by Students from Different Countries. Foundations of Management, 9(1), 317–330.
My, D. T. H. & Thanh, T. L. (2023). "Travel Intention and Travel Behaviour in the Post-Pandemic Era: Evidence from Vietnam", Organizations and Markets in Emerging Economies, 14(1(27), pp. 171-193. doi: 10.15388/omee.2023.18.87.
Guardianlife. (n.d.) How to budget for a vacation.
Kargar, M., & Lin, Z. (2021). A socially motivating and environmentally friendly tour recommendation framework for tourist groups. Expert Systems with Applications, 180, 115083.
Khadaroo, J., & Seetanah, B. (2007). Transport infrastructure and tourism development. Annals of Tourism Research, 34(4), 1021–1032. https://doi.org/10.1016/j.annals.2007.05.010
Larsen, G. R., & Guiver, J. W. (2013). Understanding tourists' perceptions of distance: a key to reducing the environmental impacts of tourism mobility. Journal of Sustainable Tourism, 21(7), 968–981. https://doi.org/10.1080/09669582.2013.819878
Nguyệt, P. T. T. (2021). Khảo sát nhu cầu đi du lịch của sinh viên Thành phố Hồ Chí Minh hậu đại dịch Covid-19. Studocu.
Penfed Organization (2021). 10 ways to avoid overspending this holiday season.
Hưng, Q. (2023). Gen Z ưa chuộng đi du lịch. Báo Quảng Nam.
Tuyet, N. T. T., & Hara, Y. (2017). Customer Experience in Traditional and Modern Retail Formats: A Case Study of Vietnam. In Serviceology for Smart Service Systems.
Yu, G.B. et al. (2020). A preregistered study of the effect of shopping satisfaction during leisure travel on satisfaction with life overall: The mitigating role of financial concerns. Journal of Travel Research, 60(3), pp. 639–655. doi:10.1177/0047287520933688.
B. EVALUATION
N.O.
Member's name
Assigned responsibilities
Evaluation (out of 100%)
Further explanation
1
Nguyễn Thị Khánh Vân
- Design presentation slides
- Writing:
+Project objectives
+Searching area
+Spending choice
+Traveling priority
+Summary
100%
As a group leader, she had more tasks to finish. She also knew the assignments and delivered them to the members in group meetings.
2
Phạm Trần Hạnh Nguyên
- Writing:
+Structure
+Frequency of traveling
+Length of a trip
+Awareness about budget
+Plan for tour
100%
She did quite well and finished all the assignments on time. She also had many opinions during group meetings in order to finish the work better.
3
Trần Bảo Thi
- Writing:
+Reasons
+Current situation
+The highest expenditure
+Research goals
100%
She did quite well and finished all the assignments on time. She also had many opinions during group meetings in order to finish the work better.
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Nguyễn Hiền Mai
- Writing:
+Context
+The lowest expenditure
+Awareness about expenditure
+Using cash
+Overall
+Discussion
100%
She did quite well and finished all the assignments on time. She also had many opinions during group meetings in order to finish the work better.
5
Mai Thị Hồng Ngọc
- Writing:
+Strategy
+Frequency of overspending
+Limitations
+Research's values
95%
She did assignments quite well and there were minor mistakes on her assignment but sometimes she missed the deadlines. Ho
III. Sản phẩm nhóm điểm cao (9)
VIETNAM NATIONAL UNIVERSITY, HANOI
UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF ENGLISH LANGUAGE TEACHER EDUCATION
English for Contemporary Themes II
WRITTEN REPORT
Group 3 – Class 22E11
1
Vũ Cẩm Tú
22040527
2
3
Nguyễn Thủy Tiên
Trần Kim Ngân
22040358
22040478
4
Hoàng Huyền Trang
22040510
Theme: Health and Medication
Topic: The effects of social networking sites on ULIS first-year students' mental health Date of submission: 5/7/2023
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Contents
I. Inquiry project.................................................................................................................... 3 1. Introduction........................................................................................................................ 3 2. Methods: Information gathering and analyzing............................................................. 4
2.1. Structure...................................................................................................................... 4 2.2. Context........................................................................................................................ 4 2.3. Strategy........................................................................................................................4
3. Results of the investigation................................................................................................ 5 3.1. Basic information........................................................................................................ 5 3.2. The SNSs usage...........................................................................................................6
3.2.1. Different kinds of SNSs used............................................................................. 6 3.2.2. Purpose of using SNSs....................................................................................... 6 3.2.3. Daily usage of SNSs on average........................................................................ 7
3.3. The extent of the effects of using SNSs on ULIS freshmen's mental health.............. 7 3.3.1. Awareness of the effects of using SNSs............................................................. 7 3.3.2. The effect sides of using SNSs...........................................................................8
3.4. The effects of SNSs on ULIS first year student's mental health.................................8 3.4.1. Positive impacts of SNSs on mental health........................................................8 3.4.2. Negative impacts of SNSs on mental health...................................................... 9
4. Recommendations............................................................................................................ 10 4.1. Create a suitable cyberspace for yourself..................................................................11 4.2. Set a certain time for social networking site use....................................................... 11 4.3. Read information selectively.....................................................................................11 4.4. Make a real connection..............................................................................................11
5. Conclusion......................................................................................................................... 11 6. References......................................................................................................................... 12 II. Group evaluation.............................................................................................................15
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I. Inquiry project
THE EFFECTS OF SOCIAL NETWORKING SITES ON ULIS FIRST-YEAR STUDENTS' MENTAL HEALTH
1. Introduction: current situations and project objectives
The rapid development of modern society has broadened a window of opportunities but simultaneously put tremendous pressure on teenagers, which signals mental health problems. According to the World Health Organisation (WHO), it was estimated that 14% of adolescents worldwide experienced mental health conditions in 2021, yet these remain largely unnoticed and untreated. Besides related factors such as environment, hormones and heredity, social networking sites (SNSs) - a product of advanced technology has been taken into consideration due to its frequent interaction among the young. The Authority of Broadcasting and Electronic Information (ABEI) (2019) reported that Vietnamese youth use social networks 7 hours a day, of which Facebook and Youtube are the platforms that account for the largest number. In addition, searching and updating information, making and contact with friends and for entertainment are main purposes of teenagers (Hashemi et al., 2022).
Adolescence is an important phase for the formation of personal and social identity, and SNSs is now essential for much of this development (Keles et al., 2020). However, young individuals are the most susceptible to the negative consequences of extended social media use on their mental health (Kolhar et al., 2021). It can be seen that although many studies have been conducted on the associations between SNSs use and mental health, the findings are inconsistent. While some research found beneficial effects of SNSs on psychological well being: relieving stress, resting, and recharging (Vaingankar et al., 2022), promoting social connectedness, self-worth and self-presentation (Erfani & Abedin, 2018); Others reported detrimental ones: associating with higher social comparison and lower self-esteem (Sheldon et al., 2019), causing addictions and cyberbullying (O'Reilly et al., 2018) and increasing anxiety driven by a lack of emotion-regulation skills (Hoge et al., 2017). Notably, Ostic et al. (2021) showed the double-sword impact of SNSs use on teenage's mental state, while Panayiotou et al. (2023) found the least impact of them, compared to other factors such as harassment, a shortage of familial assistance and school work discontent.
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The increase in SNSs use and mental health problems among young people, along with the inconsistency in previous studies fascinated us to select this topic. Our project was conducted on ULIS campus aiming to gain further understanding of if SNSs affects ULIS first-year students' mental health and how it affects them.
2. Methods: Information gathering and analyzing
2.1. Structure
The stakeholders of the study are over 100 random first-year students at the University of Languages and International Studies. Having selected the quantitative method of data-gathering, a questionnaire was designed to investigate the effects of social networking sites on their mental health. Structurally, it includes 5 main sections: Personal Information, Experiences of using social networking sites, The extent of the effects of using SNSs on mental health, The effects of using SNSs on mental health, and Sub-questions. Closed-ended questions types were implemented, including multiple choices, check box, likert scale, matrix, and short answers.
2.2. Context
The English version of the questionnaire was compiled and submitted to our lecturer to check. To guarantee that all participants could access the form, a Vietnamese translation was created and uploaded to Google Forms. The survey, taking from 5 to 8 minutes to complete, was investigated online for one week. The questionnaire was sent via social networking sites to first-year students in our school. We guaranteed that every feedback will be treated with the utmost confidentiality and will only be used for research, so that respondents gave their answers fairly and confidentially.
2.3. Strategy
To evaluate the chosen topic and outline a suitable question list, two types of sources including books and articles were investigated. The information in the sources was elucidated by using three techniques in order to assess and analyze the effects of social networking sites on students' mental health.
● In summarizing, we determined that the objective of the investigation would be to evaluate the effect of social networking sites on students' mental health as mentioned
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in the overview so that a thorough draft of the raw data and explanations was made. Then, the most important details were gathered and distilled into paragraphs. ● In analyzing, in order to clearly illustrate and fully understand the results, diagrams were made during analysis based on the data gathered. The selected data was divided into various groups. Afterwards, the found patterns and trends were compared and contrasted.
● In synthesizing, our findings were compared to the research mentioned in current situations and statistics were utilized to clarify the ideas.
3. Results of the investigation
3.1. Basic information
We received various replies from ULIS freshmen on gender and faculty. Among them, the majority of the answers are female. Surprisingly there are two respondents who identified their gender as "Other".
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3.2. The SNSs usage
3.2.1. Different kinds of SNSs used
Among 42 respondents, Facebook was picked by 100% of them as a networking site to use, which is in line with ABEI (2019) that Facebook is the platform accounting for the largest number. Closely followed are other apps such as Instagram, Tiktok and Zalo. By contrast, Snapchat and the last four apps have a significantly lower rate (less than 10%) than the apps with the most votes above.
3.2.2. Purpose of using SNSs
Most participants made use of SNSs for amusement, connecting with others and gathering information, at 95,2%, 85,7% and 81% respectively. However, people using SNSs to escape from reality just take up 23,8% of the total respondents and there is an answer from "other" - working, for 2,4%. This result turns out to be comparable to Hashemi et al.
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(2022), which demonstrates that social communication and entertainment are the most common reason for using SNSs.
3.2.3. Daily usage of SNSs on average
The responses report that the amount of time that most ULISers use SNSs was above 2 hours in which the quantity of users' time spent more than 6 hours accounted for the biggest part, at approximately 24%. Unpredictably, there is only one person who just uses less than one hour for SNSs. This result is consistent with the finding of Keles (2020) which also showed that students spend more than three hours on SNSs during day and night.
3.3. The extent of the effects of using SNSs on ULIS freshmen's mental health 3.3.1. Awareness of the effects of using SNSs
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More than half of ULIS first-year students claimed that using SNSs affects their mental health for nearly 55%, whereas a sizable proportion, up to 21,4%, believe that using SNSs has no effect on their mental health.
3.3.2. The effect sides of using SNSs
The respondents choosing the impact of using SNSs caused both positively and negatively constitute the majority at about 91%. The same conclusion—that SNSs use is both beneficial and detrimental associated with users' psychological well-being—is proven by the research of Ostic et al. (2021). Meanwhile, the people skewed towards having only positive or negative effects both just take up under 10%.
3.4. The effects of SNSs on ULIS first year student's mental health
3.4.1. Positive impacts of SNSs on mental health
Variables
Never
Rarely
Sometimes
Often
Always
I feel relaxed when using SNSs. (e.g: entertained, etc.)
3.2%
3.2%
19.4%
58.1%
16.1%
I become more confident when using SNSs.
3.2%
19.4%
51.6%
16.1%
9.7%
I feel more motivated when using SNSs. (e.g:
by watching inspirational videos, or reading inspirational quotes, etc.)
0% 9.7% 35.5% 38.7% 16.1% 8
I feel a sense of connectedness when using SNSs.
0%
9.7%
35.5%
35.5%
19.3%
I feel a sense of belonging when using SNSs.
16.1%
32.3%
29%
19.4%
3.2%
I have a chance to express myself when using SNSs. (e.g: showing off my achievements, personality, etc).
3.2%
22.6%
41.9%
25.8%
6.5%
I am creative when using SNSs (e.g: learning new things, exploring the world, making your own videos, etc.)
3.2%
16.1%
32.3%
35.5%
12.9%
Table 1: Positive impacts of SNSs on mental health
Table 1 reveals the positive influences that ULIS students have when utilizing SNSs. The majority of replies indicate that when using SNSs surveyors frequently feel at ease, self-assured, driven, connected, and creative. The percentage of users who often feel relaxed is the highest, accounting for 58.1%, followed by feelings of motivation, community, and creativity, which account for more than 35% of users, 20% less than relaxers. By contrast, ULIS freshmen utilizing SNSs hardly ever feel a feeling of belonging, which make up the largest amount of this particular major at more than 32%. In the light of the result, feeling linked is found to be similar to Erfani & Abedin's finding (2018), while that of belonging is completely on the contrary.
3.4.2. Negative impacts of SNSs on mental health
Variables
Never
Rarely
Sometimes
Often
Always
I feel FOMO (Fear Of Missing Out) while using SNSs
25%
21.9%
21.9%
28.1%
3.1%
I am the victim of cyberbullying while using SNSs.
71.9%
15.6%
9.4%
3.1%
0%
9
I am upset when I use SNSs. (e.g: by negative comments or feedback on SNSs, etc.)
21.9%
46.9%
25%
6.3%
0%
I suffer from low self-esteem when I use SNSs. (e.g. seeing people who are better than me, etc.)
6.3%
25%
40.6%
21.9%
6.2%
I am scared when I use SNSs. (e.g:
reading/watching bad news, etc.)
18.8%
28.1%
40.6%
9.4%
3.1%
I become restless without using SNSs. (e.g: SNSs addiction, etc.)
18.8%
25%
34.4%
18.7%
3.1%
I am angry at the nuisance of one or more SNSs
features. (e.g: useless advertising, fake news, spam or offensive information, etc.)
12.5% 18.7% 25% 21.9% 21.9%
Table 2: Negative impacts of SNSs on mental health
The drawbacks of SNSs use among first-year ULIS students are displayed in Table 2. Most of the respondents state that they occasionally experience unpleasant emotions when using SNSs except for cyberbullying and being upset. The percentage of students who suffer from low self-esteem and fear takes up an astounding amount, for more than 40% of the total responses, which is congruent with Sheldon's survey (2019). Surprisingly, the number of ULISers choosing that they had never experienced cyberbullying is over 71% - the biggest proportion in our survey. This shows a more positive response than O'Reilly et al.'s study (2018), which concludes that Cyberbullying is a serious threat to young people's mental health.
4. Recommendations
Based on the collected information, we propose a few solutions to help ULIS students in particular and social networking site users in general achieve the most effective experience in the process of interacting with social networking sites.
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4.1. Create a suitable cyberspace for yourself
Social networking sites should not be considered a place for comparison, envy or inferiority. Users who suffer from low self-esteem need to be aware that what others post on social networking sites seem not to like reality, we only see their flashy exterior without knowing what their real story is. Both downward social comparisons and upward social comparisons in which people engage have negative effects on people's self-esteem (Vogel et al., 2014).
4.2. Set a certain time for social networking site use
Through cognitive reconstruction and related strategies, social media addiction can be lessened. Cognitive reconstruction helped students recognize the negative consequences of their addiction to social media and the potential benefits of reducing the usage (Hou et al., 2019). It is possible to set the maximum duration to use the application on a smartphone. This feature is very useful for people who are addicted to social networking sites because they can manage their time when they use social networking sites and spend time on other activities.
4.3. Read information selectively
According to the survey, more than 20% of respondents feel angry when encountering spam, fake news, bad news, advertising, etc. Social networks have a lot of inaccurate information, spam, and sensationalism aimed at attracting the reader's attention. Improving the ability of identifying and recognising fake news or information can avoid this situation. (Naeem et al., 2021).
4.4. Make a real connection
According to the survey data, 28.1% of respondents often feel FOMO while using social networking sites. The FOMO phenomenon which was found in nearly 75% of young adults using SNSs is indirectly linked to loss of non-virtual relationships. This results in losing faith between the individuals (Chaudhry, 2015).
To create a real connection, arrange to meet up with friends, participate in favorite activities, create good moments together (Fu et al., 2023).
5. Conclusion
The objective of our inquiry project was to evaluate the effects of social networking sites (SNSs) on ULIS first-year university students' mental health, and simultaneously offer
11
suggestions to deal with it. Results from the survey showed that most students are affected both positively and negatively on their mental states. They often feel relaxed and motivated but also experience unpleasant emotions, mostly low self-esteem and fear. Therefore, suitable cyberspace and timing, selected information and real connections are considered effective and feasible solutions.
Given the nature of internet-based research, our investigation has several limitations. First, the collecting of survey data through the internet may trigger bias because sampling does not generalize to people who are less informed or interested in the effects of SNSs on mental health, or fill out the form cursorily due to lack of motivation. Furthermore, the composition of survey respondents and survey scale is limited (42 students on ULIS campus), thereby not representative of the general population. Finally, since this is a cross-sectional study, the implementation time is still short compared to the topic title.
Despite the limitation, our research has its own merits in some respects. Theoretically, our study contributes to the field of mental health by indicating the emotional states that users may experience when using SNSs, concurrently proposes several avenues for future studies. Regarding practical implications, our study offers data for mental health practitioners and content moderators. Besides, we suggest some solutions for sufferers to tackle their issues, thereby helping them achieve the best experience in using social networks to improve psychological wellbeing.
6. References
Chaudhry, L. A. (n.d.). Can You Please Put Your Phone Away? Examining how the FOMO phenomenon and mobile phone addiction affect human relationships. VCU Scholars Compass. https://scholarscompass.vcu.edu/uresposters/143/
Erfani, S. S., & Abedin, B. (2018). Impacts of the use of social network sites on users' psychological well-being: A systematic review. Journal of the Association for Information Science and Technology, 69(7), 900–912.
https://doi.org/10.1002/asi.24015
12
Fu, W., Li, R., & Liang, Y. (2023). The Relationship between Stress Perception and Problematic Social Network Use among Chinese College Students: The Mediating Role of the Fear of Missing Out. Behavioral Sciences, 13(6), 497.
https://doi.org/10.3390/bs13060497
Giới trẻ Việt Nam sử dụng mạng xã hội 7 giờ mỗi ngày. (n.d.).
https://abei.gov.vn/vn/gioi-tre-viet-nam-su-dung-mang-xa-hoi-7-giomoingay/107187 Hashemi, Y., Zarani, F., Heidari, M., & Borhani, K. (2022). Purposes of internet use among Iranian university students: exploring its relationship with social networking site (SNS) addiction. BMC Psychology, 10(1).
https://doi.org/10.1186/s40359-022-00745-4
Hoge, E. A., Bickham, D. S., & Cantor, J. (2017). Digital Media, Anxiety, and Depression in Children. Pediatrics, 140(Supplement_2), S76–S80.
https://doi.org/10.1542/peds.2016-1758g
Hou, Y., Xiong, D., Jiang, T., Song, L., & Wang, Q. (2019). Social media addiction: Its impact, mediation, and intervention. Cyberpsychology: Journal of Psychosocial Research on Cyberspace, 13(1), Article 4. https://doi.org/10.5817/CP2019-1-4
Keles, B. Y., McCrae, N., & Grealish, A. (2020). A systematic review: the influence of social media on depression, anxiety and psychological distress in adolescents. International Journal of Adolescence and Youth, 25(1), 79–93.
https://doi.org/10.1080/02673843.2019.1590851
Kolhar, M., Kazi, R. N., & Alameen, A. (2021). Effect of social media use on learning, social interactions, and sleep duration among university students. Saudi Journal of Biological Sciences, 28(4), 2216–2222. https://doi.org/10.1016/j.sjbs.2021.01.010
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Naeem, S. B., Bhatti, R., & Khan, A. (2021). An exploration of how fake news is taking over social media and putting public health at risk. Health Information & Libraries Journal, 38(2), 143-149.
https://doi.org/10.1111/hir.12320
O'Reilly, M., Dogra, N., Whiteman, N., Hughes, J., Eruyar, S., & Reilly, P. A. (2018). Is social media bad for mental health and wellbeing? Exploring the perspectives of adolescents. Clinical Child Psychology and Psychiatry, 23(4), 601–613. https://doi.org/10.1177/1359104518775154
Ostic, D., Qalati, S. A., Barbosa, B., Shah, S. a. A., Vela, E. G., Herzallah, A., & Liu, F. (2021). Effects of Social Media Use on Psychological Well-Being: A Mediated Model. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.678766
Panayiotou, M., Black, L., Carmichael-Murphy, P., Qualter, P., & Humphrey, N. (2023). Time spent on social media among the least influential factors in adolescent mental health: preliminary results from a panel network analysis. Nature Mental Health, 1(5), 316–326. https://doi.org/10.1038/s44220-023-00063-7
Sheldon, P., Rauschnabel, P. A., & Honeycutt, J. M. (2019). 4. In Negative Social Comparisons on Social Network Sites.
https://doi.org/10.1016/b978-0-12-815917-0.00004-6
Vaingankar, J. A., Van Dam, R. M., Samari, E., Chang, S., Seow, E., Chua, Y. T., Luo, N., Verma, S., & Subramaniam, M. (2022). Social Media–Driven Routes to Positive Mental Health Among Youth: Qualitative Enquiry and Concept Mapping Study. JMIR Pediatrics and Parenting, 5(1), e32758. https://doi.org/10.2196/32758
Vogel, E., Rose, J. P., Roberts, L. R., & Eckles, K. (2014). Social comparison, social media, and self-esteem. Journal of Educational Policy and Entrepreneurial Research, 2(1), 87-92.
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https://doi.org/10.1037/ppm0000047
World Health Organization: WHO. (2021). Mental health of adolescents. www.who.int. https://www.who.int/news-room/fact-sheets/detail/adolescent-mental-health#:~:text= Adolescence%20is%20a%20crucial%20period,and%20learning%20to%20manage% 20emotions
II. Group evaluation
Class: QH22E11
Group number: 3
Group members: 4
● Vũ Cẩm Tú
● Nguyễn Thủy Tiên
● Trần Kim Ngân
● Hoàng Huyền Trang
No.
Member's
Name
Assigned responsibilities
Evaluation (out of
100%)
Further
explanation
1
Vũ Cẩm Tú
● Selecting suitable
information from reading
sources
● Summarizing and
synthesizing the collected
arguments from reading
sources
● Checking the first draft of the survey
● Correcting the survey based
100%
Because of
being the
leader, she had a heavier
workload than the other
members. She also took the
responsibility of contacting the
15
on the lecturer's feedback
● Writing the introduction
● Writing the conclusion
● Visualizing information
from the survey
● Writing the reference list
● Proofreading
● Design the slides
● Presenting the introduction section in the project
presentation
lecturer and
asking for her feedback.
2
Hoàng
Huyền Trang
● Selecting suitable
information from reading
sources
● Summarizing and
synthesizing the collected
arguments from reading
sources
● Checking the first draft of the survey
● Correcting the survey based on the lecturer's feedback
● Writing the method
● Creating the survey using Google Form
● Visualizing information
from the survey
● Writing the reference list
● Proofreading
● Design the slides
● Presenting the conclusion section in the project
100%
She fulfilled all her duties well and was willing to share her
opinions in
group meetings.
16
presentation
3
Trần Kim
Ngân
● Selecting suitable
information from reading
sources
● Summarizing and
synthesizing the collected
arguments from reading
sources
● Checking the first draft of the survey
● Correcting the survey based on the lecturer's feedback
● Writing the result of the
investigation
● Writing some subsections of the results
● Creating the survey using Google Form
● Visualizing information
from the survey
● Writing the reference list
● Proofreading
● Design the slides
● Presenting the result of the investigation section in the
project presentation
100%
She fulfilled all her duties well and was willing to share her
opinions in
group meetings.
4
Nguyễn
Thủy Tiên
● Selecting suitable
information from reading
sources
● Summarizing and
synthesizing the collected
100%
She fulfilled all her duties well and was willing to share her
opinions in
group meetings.
17
arguments from reading
sources
● Checking the first draft of the survey
● Correcting the survey based on the lecturer's feedback ● Writing the recommendation ● Writing some subsections of the results
● Visualizing information from the survey
● Writing the reference list ● Proofreading
● Design the slides
● Presenting the
recommendation section in the project presentation
18
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