The Impact Of Peer Influence, Self-Efficacy And Academic Engagement On Gen Z's Academic Performance In Vietnam

Abstract

Education is crucial for the growth of a country in terms of economy and social life since it empowers individuals and enables them to improve their standard in their daily lives. In Vietnam, there are increased cases of drop out and deteriorating academic performance among students, which forms research on causes of this phenomenon. Gen Z, who will soon make up the majority of the workforce, confront particular difficulties and demands that affect their educational outcomes. Therefore, this research will examine the relationships to better understand how other factors affect Vietnamese Gen Z's academic performance. This research employs quantitative methodsto examine data through convenient sampling and snowball sampling. 253 valid responses were gathered by the author after conducting an online survey through Google Form and printed survey. The gathered data was analyzed with the help of both quantitative and qualitative statistical tools and methods, such as Cronbach’s alpha coefficient and Exploratory Factor Analysis (EFA) with the help of SPSS software, while testing the reliability, validity, and forming hypothesis with SMARTPLS. Therefore, regarding academic engagement, self-efficacy, and peer influence perspectives, it can be concluded that they have a positive impact on the academic performance of Gen Z students in Vietnam. This paper also explains the connection between performance and the influence of peers on performance as well as the impact of peer pressure on performance all of which are positive. Also, self-efficacy is not correlated to academic achievement as much as it is involved and as a moderator of the relationship between peer pressure and academic performance. Lastly, the study provides recommendations to improve academic success by methods such as promoting healthy relationships with peers, developing self-confidence, incorporating technology in teaching, and advocating for changes in the curriculum that focus on teamwork, analytical thinking, and self-reflection.