Tuan Thanh Nguyen

Type of the article: Research Article

Abstract
Growing concern over environmental degradation and increasing skepticism toward corporate sustainability claims has heightened interest in how consumers form sustainable consumption decisions in emerging markets. This study examines how internal sustainability orientations and firms’ green marketing practices jointly shape sustainable consumer behavior, and how perceived greenwashing moderates these relationships among Generation Y and adult Generation Z consumers in Vietnam.
Using survey data from 656 urban consumers, the study applies regression, sequential mediation, and moderation analyses. The results show that green consumer identity is the strongest driver of sustainable behavior, with environmental awareness and environmental protection attitude operating indirectly through identity formation. Green purchase willingness serves as a proximal mechanism linking identity to behavior. Green marketing practices have weaker but significant effects, indicating a complementary role alongside internal motivations.
Perceived greenwashing weakens the translation of both identity-based motivation and marketing signals into behavior, but does not affect willingness formation, suggesting a stage-specific credibility effect at the behavioral conversion stage.
The findings highlight an integrated mechanism in which identity-based motivation dominates, external signals complement, and perceived authenticity constrains sustainable consumption in emerging markets.

Type of the article: Research Article

The growing integration of social networking sites (SNSs) into higher education has fueled debate about their contribution to academic performance. This study examines how three forms of academic SNS use, interaction with friends, interaction with lecturers, and cooperative learning, affect self reported performance among 510 undergraduate students from public, private, and international universities in Hanoi, Vietnam, and tests the moderating roles of academic motivation and self regulated learning. Multiple regression and moderation analyses (Hayes’ PROCESS macro) were used.

Cooperative learning was the strongest predictor of performance (β = .479, p < .001), followed by interaction with lecturers (β = .253, p < .001) and interaction with friends (β = .184, p < .001), with the model explaining 63.8% of variance. Academic motivation and self regulated learning significantly strengthened the effect of friend interaction on performance but did not moderate the effects of lecturer interaction or cooperative learning. This indicates that structured, instructionally guided SNS activities produce stable academic benefits regardless of motivation or self regulation, while the value of informal peer interaction depends on these individual capacities. Performance and self regulated learning also differed significantly by gender, year of study, and university type, but not by discipline. Overall, results suggest that the academic effectiveness of SNSs depends on the structuredness of interaction and students’ motivational and self regulatory capacities, not merely on usage intensity. Academic performance was measured via self report rather than objective academic records.