The factors influencing the gap year intentions of students in Ho Chi Minh City

Abstract

An increasingly common occurrence in the context of higher education, this study demonstrates the factors influencing students propensity to take a gap year in Ho Chi Minh City. Data was gathered from 311 students via a survey employing a 7 - point Likert scale as part of a quantitative method, and the PLS - SEM model was used for analysis. The study, which is based on the Theory of Planned Behavior (TPB) and Emotion Regulation Theory, looks at how academic success, attitude, motivation, burnout, and subjective standards affect plans for taking a gap year. The findings indicate that academic performance and subjective norms have a direct impact on gap year intention, while burnout exerts an indirect effect on gap year intention through the mediating role of academic performance. Furthermore, burnout and academic performance serve as crucial mediators in the relationship between psychological factors and gap year intention, while subjective norms exert a stronger influence on female students. Income disparities also moderate the effects of motivation and academic performance on decision - making. This investigation provides an empirical elucidation of the socioeconomic status and psychosocial variables that serve as antecedents to students' decision-making processes regarding gap year uptake. The results yield actionable insights for educational stakeholders, policymakers, and career counseling professionals, enabling the formulation of evidence-based intervention strategies aimed at optimizing students transitional planning and facilitating informed educational pathway selection