The Influence of social media product advertising on the purchasing behavior of high school students in Hanoi

1. Overview of the characteristics of high school students in Hanoi

According to Article 28 of the 2019 Education Law of Vietnam, “Upper secondary education is conducted over three academic years, from Grade 10 to Grade 12. Students entering Grade 10 must have completed lower secondary education. The typical age for Grade 10 students is 15, calculated according to the calendar year.”

Accordingly, the age range of Vietnamese high school students is typically between 15,16 and 17 years old. In certain cases, students who have repeated a grade - either at the primary, lower secondary, or upper secondary level - may be between 16 to 18 years old, or older.

Based on the data published for the 2025 - 2026 academic year, Hanoi has nearly 104,000 ninth-grade students sitting for the entrance examination to Grade 10. From this figure, it is estimated that the total number of high school students in Hanoi across all three grades in 2025 will exceed 310,000 students.

As of 2025, high school students in Hanoi were born in 2008, 2009, and 2010. They belong to Generation Z (born between 1996 to 2010) - a generation often described as “defined by change,” “familiar with social media since birth⁽²⁾,” and recognized as digital citizens. Born in the age of the Internet, they have been exposed to technology and have mastered digital devices from an early age. Members of this generation use social media daily for learning, entertainment, shopping, and communication, increasingly occupying a central position in the modern information consumption landscape. “They frequently access news through social media and regard it as their most preferred source of information”⁽³⁾. According to the 2023 report by Meta and Bain & Company on digital consumer trends in Southeast Asia, Generation Z accounts for 73% of online shoppers across digital platforms⁽⁴⁾.

Within Generation Z, in addition to their common characteristics related to the use of digital devices and social media for learning, entertainment, and online shopping, high school students exhibit distinct features compared with older members of this cohort—those born between 1996 and 2009 (aged 18–27), who have completed their studies and entered the workforce. “At the age of 15 to 18, students reach physical maturity; however, their psychological and cognitive development remains less advanced than that of adults. Their linguistic thinking and volitional qualities are in a stage of strong development”⁽⁵⁾. This group has not yet achieved financial independence and remains economically dependent on their parents or guardians. Nevertheless, they are increasingly able to participate in family decision-making processes. Studies show that “no previous generation has ever exerted such a strong influence both inside and outside the family… Up to 78% of parents with children in this age group feel that their children are more involved in household decisions than they themselves were at such age⁽⁶⁾. One of the key areas where this influence is evident is shopping behavior, particularly in shaping and guiding parents’ and relatives’ purchasing decisions through social media channels.

Thus, similar to students in general, high school students in Hanoi share common characteristics in terms of their physical and psychological development, patterns of using electronic devices, social media access, and online shopping behavior. They also play an increasingly active role in influencing and participating in their families’ consumption decisions.

In addition, certain economic, cultural, and technological differences between Hanoi and other localities also influence the online purchasing behavior of its high school students through social media advertising. Hanoi, as a special metropolitan city, provides students with early and frequent exposure to technology, social media, and e-commerce platforms such as Shopee, Tiki, Lazada, and TikTok Shop. The city’s modern living environment, together with the strong socioeconomic background of many families - characterized by relatively high income levels and educational attainment - enables students in Hanoi to enjoy greater purchasing opportunities. At the same time, they demonstrate higher awareness and discernment in comparing prices and evaluating product quality when engaging in online consumption. Furthermore, their frequent participation in extracurricular activities, private tutoring, and talent competitions diversifies their online consumption needs. These factors collectively shape their perceptions, attitudes, and consumer behavior toward products advertised on social media platforms.

2. Types of Social Media Advertisements Targeting High School Students in Hanoi

According to researcher Petrov (2003), “Advertising is a special form of social information, paid for, and intended to alter the structure of human needs and interests, encouraging individuals to take actions desired by the advertiser.” ⁽⁷⁾ Meanwhile, B. Arens, W.F., & Weigold, M.F (2005) defines advertising as “a paid, non-personal form of communication that is essentially persuasive in nature, concerning products (goods and services) or ideas, sponsored by identified sponsors, and transmitted through various media channels.” ⁽⁸⁾

In Vietnam, the Law on Advertising (2012) stipulates that: “Advertising is the use of various means to introduce to the public products, goods, and services for profit-making purposes; non-profit products and services; and organizations or individuals engaged in the production, trading, or provision of such products, goods, and services - except for news broadcasts, social policies, and personal information.” (Clause 1, Article 2)

In the book Advertising: Theory and Practice, the authors assert that: “Advertising is a paid, one-way form of communication in which the communicator (the advertiser) delivers an advertising message through mass media or personal channels. Advertising can be widely applied - any product, brand, enterprise, candidate, or organization may use advertising to provide information or promote its reputation and products for its own benefit.” ⁽⁹⁾

Thus, it can be affirmed that advertising is a deliberate, paid, non-personal, and purpose-driven communication activity. It influences the public through various media channels to achieve specific objectives related to economic, social, or reputational benefits.

Advertising is disseminated through multiple communication channels such as print media, the Internet (including websites and social media platforms), or personal media (such as letters, emails, and leaflets). It may also be conveyed through direct communication channels, including trade fairs, events, in-store product demonstrations, and direct marketing activities.

According to Dinh Thi Thuy Hang (2018), “Online advertising is a personalized form of advertising that places the consumer at the center. Compared with traditional media, consumers enjoy greater freedom of choice. They can make decisions based on their individual characteristics and personal preferences, thereby choosing whether or not to engage with advertising content and determining which messages to receive. (…) The primary motivation behind a consumer’s act of clicking on an advertisement is largely psychological.” ⁽¹⁰⁾

At present, social media advertising is highly diverse in terms of format, content, and targeting objectives. Common types of advertisements include Short-form Video Ads, Influencer Marketing, and Display Advertising ^(11). In addition, there are Interactive Ads - advertisements that allow users to directly engage through activities such as voting, browsing multiple products, playing mini-games, or experiencing augmented reality features (AR filters). Another popular form is Livestream Advertising, in which sellers or key opinion leaders (KOLs) introduce products in real time and interact with audiences. This type of advertising combines entertainment and commerce, thereby enhancing purchase conversion rates. Furthermore, Behavioral or Automated Advertising (refers to personalized ads generated based on a user’s browsing history, search activities, or prior interactions. The system automatically displays content tailored to each target audience, optimizing both reach and advertising effectiveness.)

The diversity of social media advertising formats can be reasonably explained as having varying degrees of influence on the consumer behavior of high school students in Hanoi, since each advertising type affects their perception, emotion, and purchase decisions in distinct ways. Depending on individual psychological traits, personal needs, and the level of exposure to social media platforms, each student may respond differently to various forms of advertising. Consequently, these differences lead to variations in the degree of persuasion and ultimately in their purchase decisions.

3. The Current Situation of the Influence of Advertising on the Purchasing Behavior of High School Students in Hanoi

3.1. Information about the Survey Participants

To assess the impact of social media advertising on the purchase intentions of high school students in Hanoi, Vietnam, the author conducted a survey involving 600 students from the following schools: Hanoi - Amsterdam High School for the Gifted, Foreign Language Specialized School, High School for Gifted Students - Hanoi National University of Education, Yen Hoa High School, Doan Thi Diem High School, and Kim Lien High School, with 100 questionnaires distributed at each school.

The distribution of questionnaires was as follows:

Gender: 320 female students and 280 male students.

Age: 200 students aged 16, 200 students aged 17, and 200 students aged 18.

Total questionnaires distributed: 600.

Total valid responses collected: 488 out of 600 students.

Table 1. Sample Characteristics. Source: Author’s survey results,

May - June 2025.

3.2. Survey results

Frequency of social media usage among high school students

The survey results reveal that all 488/488 respondents (100%) - high school students in Hanoi - reported using at least one social media platform, including TikTok, Instagram, Facebook, Zalo, and YouTube. Among them, 270/488 students (55.4%) spend more than 7 hours per week on social media, which represents the highest proportion. This is followed by 127/488 students (25.9%) who spend 5-7 hours per week, and 65/488 students (13.3%) who spend 3-5 hours per week. Only 26/488 students (5,37%) reported spending 1-2 hours per week on social media. These findings indicate that the level of social media usage among Hanoi’s high school students is extremely high, particularly on platforms such as TikTok and Instagram. The fact that 100% of respondents use at least one social media platform, and that more than half spend an average of 2-3 hours daily on such platforms, demonstrates that social media has a profound influence on students’ habits, behaviors, and perceptions. Consequently, the content circulated on social media - especially advertising messages - has substantial potential to affect students’ information processing, emotions, and consumer behavior orientations.

There is a relatively high frequency of social media browsing among students. Specifically, 102/488 students (20.9%) reported browsing social media fewer than 10 times per week, while 166/488 students (34.0%) browsed 10-20 times per week, and 220/488 students (45.1%) browsed more than 20 times per week. Thus, nearly half of the respondents (45.1%) access social media over 20 times per week, equivalent to at least three times per day on average. This serves as a significant indicator of the students’ attachment, dependence, and frequent engagement with social media platforms. The high frequency of access not only demonstrates that social media has become a space for entertainment and connection but also a primary channel for information consumption among students. Consequently, it can be inferred that repeated exposure to advertising content - such as product promotions - can exert a strong impact on students’ perceptions, attitudes, and consumer behaviors through the mechanism of repetitive exposure.

Level of Advertising Exposure and Reasons for Viewing Social Media Advertisements

When asked “Have you ever watched product advertisements on social media platforms?”, the results showed that 409 out of 488 students (83.8%) reported having viewed product advertisements, while 79 students (16.2%) stated that they had not watched any product advertisements on social media.

Regarding the reasons for initially viewing advertisements, students’ responses were as follows: for fun or entertainment (177/409; 43.3%); to learn more about the product (282/409; 68.9%); to explore potential purchase options (203/409; 49.6%); to compare prices (221/409; 54.0%); because the advertisements appeared through algorithmic recommendations (268/409; 65.5%); and because celebrities or influencers appeared in the advertisements (177/409; 43.3%), among other reasons.

These results indicate that product curiosity, algorithmic exposure, and price comparison are among the most common motivations driving students to engage with advertisements on social media platforms. Meanwhile, entertainment value and celebrity endorsement also play significant roles in attracting initial attention from this demographic group.

These findings indicate that students’ use of social media to access product advertisements is a relatively common behavior. Notably, students view advertisements not only for entertainment purposes (43.3%) but also for more active and goal-oriented reasons related to shopping and consumption, such as learning about products (68.9%), exploring purchase options (49.6%), and comparing prices (54.0%). At the same time, the fact that 65.5% of students reported viewing advertisements due to algorithmic recommendations clearly reflects the significant influence of content personalization technologies on their information reception behavior. Therefore, social media advertising not only has the capacity to attract attention but also plays an important role in shaping awareness and stimulating consumer behavior among high school students in Hanoi within the context of digital transformation.

Products Most Frequently Engaged with by Students through Social Media Advertising

The survey results show that the products most frequently accessed and viewed by high school students on social media include:

245. Advertisements for phone and computer accessories: 245 out of 409 students (59.9%);
246. Advertisements for clothing, footwear, and fashion accessories: 351 out of 409 students (85.8%);
247. Food and beverage advertisements: 283 out of 409 students (69.2%);
248. Travel and entertainment advertisements: 301 out of 409 students (73.6%);
249. Advertisements for books and school supplies: 297 out of 409 students (72.6%);
250. Cosmetics, jewelry, and makeup product advertisements: 192 out of 409 students (46.9%);
251. Other product advertisements (household items, electronics, home appliances, etc.): 51 out of 409 students (12.5%).

These figures clearly illustrate the varying levels of interest among Hanoi high school students in different types of products advertised on social media, thereby highlighting the specific influence of advertising on consumer behavior by age group. The most highly engaged product category was clothing, footwear, and fashion accessories, selected by 85.8% of respondents, reflecting a strong desire for self-expression and trend awareness among students. Following this were product groups related to entertainment and personal activities, including travel and leisure (73.6%), books and school supplies (72.6%), and food and beverages (69.2%). These choices suggest that students are primarily attracted to advertising content directly connected to their daily lives, learning, and recreational interests. In contrast, advertisements for cosmetics and makeup products accounted for only 46.9%, indicating that such preferences depend largely on gender and individual interest levels. Products less associated with students’ direct consumption needs—such as household goods, electronics, and home appliances—were selected by only 12.5% of respondents. This implies that students are less influenced by products typically decided upon by adults. Overally, it can be concluded that high school students tend to engage with social media advertisements primarily based on relevance to their personal needs, preferences, and accessibility, most evidently in areas that are familiar and appealing to their school-age lifestyles.

The level of Influence of product advertising on purchasing behavior

It is necessary to examine the changes in their perceptions, attitudes, and behaviors to measure the level of influence that social media advertising exerts on the consumer behavior of high school students in Hanoi.

In response to the question regarding the extent to which product advertisements affect purchasing behavior, 48/409 students (11.7%) strongly agreed that product advertising influences their purchasing decisions; 57 students (13.9%) agreed; 126/409 students (25.9%) expressed a neutral opinion; 132/409 students (43.5%) disagreed; and 46/409 students (11.2%) strongly disagreed. Based on these findings, it can be observed that the overall impact of product advertising on the purchasing behavior of high school students in Hanoi remains relatively limited.

Thus, only about 25.6% of students believed that advertising influences their purchasing decisions - a rather modest figure. In contrast, a total of 54.7% - that is, more than half of the respondents—did not consider social media advertising to have any impact on their consumer behavior. In addition, 126/409 students (25.9%) chose the “neutral” option, indicating that a considerable proportion of students either have no clear opinion or perceive the influence of advertising on themselves as infrequent or insignificant.

When asked, “How would you rate your level of trust in products advertised on social media?”, students were given five response options: Completely distrust, Distrust, Neutral, Trust, and Completely trust. The results show that 54/409 students (13.2%) selected “Completely trust”, while 65/409 students (15.9%) chose“Trust.” Thus, a total of 119/409 students (29.1%) expressed varying degrees of trust in products advertised on social media. Meanwhile, 102 students (24.9%) chose the “Neutral” option, indicating that a considerable proportion of respondents have not yet formed a clear or consistent opinion about the reliability of such products.

In contrast, 148 students (36.2%) stated that they “Do not trust” social media advertisements, and 40 students (9.8%) selected “Completely distrust.” Together, these groups account for 188 students (46.0%), reflecting a generally low level of trust in products advertised on these platforms.

Compared with the proportion of students who believed that advertising influences their consumer behavior (25.6%), it can be seen that the level of trust in advertised products is slightly higher. However, the difference is not significant, and the majority of students still maintain a cautious or skeptical attitude toward advertising content.

From these findings on students’ perceptions and trust in advertised products, the following section presents the results regarding their purchasing behaviors.

Table 2. Students’ Purchasing Behavior Influenced by

Social Media Advertising

The survey results on students’ purchasing behavior regarding products advertised on social media indicate that Hanoi high school students remain cautious when transitioning from advertising exposure to actual consumption behavior. Specifically, among 409 respondents, 44 students (10.8%) reported that they frequently purchase advertised products, while 76 students (18.6%) stated that they occasionally make such purchases. Thus, a total of 120 students (29.4%) exhibited a certain level of purchasing behavior influenced by advertising. This proportion is relatively consistent with the 29.1% trust level observed toward products advertised on social media. Among the 93 students (22.7%) who indicated that they rarely make purchases, it can be inferred that a small portion of them may have made occasional purchases in the past. This suggests that trust appears to have a certain correlation with purchasing behavior.

In contrast, 144 students (35.2%) stated that they do not purchase advertised products, and 52 students (12.7%) reported that they never make such purchases, accounting for a total of 47.9%—a considerably higher proportion than the group exhibiting purchasing behavior. This percentage is also closely aligned with the 46.0% of students who expressed distrust toward products advertised on social media. Meanwhile, the group of students who selected “rarely purchase” accounted for 22.7%, reflecting a cautious approach toward engaging with advertised products among a portion of respondents.

Regarding students’ evaluation of product quality after purchasing items advertised on social media, 148 students responded using a five-point scale: Very dissatisfied, Dissatisfied, Neutral, Satisfied, and Very satisfied. The results were as follows: 14 students (9.5%) were Very dissatisfied; 31 students (20.9%) were Dissatisfied; 33 students (22.3%) held a Neutral attitude; 47 students (31.8%) were Satisfied; and 23 students (15.5%) were Very satisfied.

Thus, the proportion of students who were “Satisfied” or “Very satisfied” (47.3%) is considerably higher than that of students who were “Dissatisfied” or “Very dissatisfied” (30.4%). This indicates that a significant number of students held positive evaluations of the product quality after purchasing items advertised on social media. However, the 30.4% of students who reported dissatisfaction remains a noteworthy figure for advertisers, suggesting potential concerns regarding product quality or advertising credibility.

Monthly spending on products advertised on social media

With a certain degree of caution, data from Table 2 show that approximately 120 out of 409 students (29.3%) at Hanoi high schools occasionally or frequently purchase products advertised on social media. A total of 148 students provided responses regarding their monthly spending on such products. Specifically, 80 students (54.1%) reported spending less than 200,000 VND per month; 42 students (28.4%) spent between 200,000 - 500,000 VND; 15 students (10.1%) spent between 500,000 - 1,000,000 VND; 6 students (4.0%) spent more than 1,000,000 VND; and 5 students (3.4%) did not specify their spending.

These findings suggest that the consumption behavior of high school students is generally frugal and cautious, consistent with the characteristics of an age group that has not yet achieved financial independence. This result also corresponds closely with the observed level of trust in social media advertising - only 29.1% of students expressed trust - and the perceived influence of advertising on purchasing behavior, with only 25.6% agreeing or strongly agreeing that advertising affects their purchasing decisions. Therefore, although a portion of students exhibit some degree of online purchasing behavior, their overall spending remains limited, often reflecting experimental or impulse - driven purchases rather than regular consumption. This is an important consideration for advertising and communication strategies targeting young consumers.

Purchasing behavior forms among students after viewing advertisements on social media

The survey also revealed that after viewing advertisements on social media, students adopted three main purchasing methods: purchasing directly through a store’s fanpage (online ordering), buying via e-commerce platforms such as Shopee, Lazada, or TikTok Shop, and buying in offline stores.

Among the 148 students who reported purchasing products advertised on social media, 92 students (62.3%) chose to order through e-commerce platforms such as Shopee, Lazada, or TikTok Shop; 74 students (50.1%) preferred purchasing through the store’s fanpage; while 35 students (23.8%) opted to buy products directly at offline stores. Notably, 49 students (33%) combined all three purchasing methods during their shopping process. These figures show a clear tendency among Hanoi high school students to prioritize online shopping channels, particularly e-commerce platforms and store fanpages, due to their convenience, speed, and seamless linkage between advertisements and purchasing actions. Moreover, the fact that a considerable proportion of students use multiple purchasing methods simultaneously reflects their flexibility, proactiveness, and adaptability to modern consumption channels in the rapidly evolving digital economy.

4. Observations on the purchasing behavior of Hanoi high school students under the Influence of social media advertising and recommendations

4.1. Key observations

The survey revealed that the frequency of social media usage among Hanoi high school students is extremely high, with 100% of respondents accessing social media weekly and 81.3% spending five hours or more per week online. The exposure to product advertisements on social media is also substantial, with 409 out of 488 students accounting for 83.8% reporting that they have encountered product advertisements. Although students’ purposes for engaging with advertisements are not primarily focused on purchasing, they are highly diverse. For example, 43.3% watch ads for entertainment, 68.9% view them because they appear through algorithmic recommendations, and 43.3% are influenced by the presence of celebrities in advertisements. However, a significant proportion of students view advertisements to explore products (68.9%), to compare prices (54.0%), or to consider purchasing (49.6%), which are noteworthy figures. These findings indicate that social media advertising is gradually influencing students’ awareness and consumer behavior. Despite lacking stable personal income, Hanoi high school students are emerging as both actual and potential consumers, capable of influencing their families’ purchasing decisions or using their personal savings to make online purchases.

However, nearly half of the students (47.9%) reported that they do not purchase products online - a considerably higher proportion than those who do engage in online shopping (120 students, accounting for 29.4%). This suggests that, while advertising may successfully attract a certain degree of attention, it remains insufficient to strongly influence purchasing decisions among the majority of students. Factors such as offline shopping experiences, peer and family influence, and perceptions of advertising credibility may serve as barriers preventing social media advertising from translating effectively into purchasing behavior among high school students.

The survey also showed that 188 out of 409 students (46.0%) expressed a lack of trust in products advertised on social media. This indicates that trust in advertised products is a major factor influencing students’ purchasing behavior. Overall, Hanoi high school students tend to maintain a cautious and critical attitude toward social media advertising. At the same time, 30.4% of students reported being “Dissatisfied” or “Very dissatisfied” with the quality of products purchased after seeing online advertisements - an important finding for advertisers. This means that a notable proportion of students felt that product quality did not meet their expectations, possibly because advertising content failed to accurately reflect the actual characteristics of the product, leading to consumer misunderstanding.

These findings highlight the need for advertisers to design content that is appropriate, truthful, and socially responsible, while also underscoring the importance of enhancing students’ media literacy and smart consumption skills within the context of digital marketing.

4.2. Recommendations for Enhancing Smart Shopping Experiences through Social Media Advertising among Hanoi High School Students

4.2.1. For Students

First, students should exercise caution when choosing to purchase products advertised on social media.

Social media advertisements are often designed to be highly appealing, using eye-catching visuals, engaging sounds, and special effects to attract viewers. However, not all advertised products reflect their actual quality. The survey revealed that many students who purchased items through online advertisements found that the product quality did not match the description, and in some cases, the items were even unusable. Some video advertisements also employ “fake reviews”, meaning that paid actors are hired to play the role of satisfied customers and exaggerate product benefits. Such tactics can easily lead students to trust advertisements without sufficient basis. Moreover, advertising content typically emphasizes only positive features while ignoring or concealing limitations and drawbacks. As a result, students who rely solely on advertisements when making purchasing decisions are more likely to fall into the “media manipulation trap.”

Therefore, students should maintain a questioning attitude toward advertised products, remain skeptical of advertisements that appear overly perfect or have few genuine comments, and avoid making immediate purchases upon first exposure. Instead, they should seek authentic product reviews and feedback from previous buyers (on platforms such as Shopee, TikTok, or Facebook) or consult trusted sources such as friends, family members, or teachers before deciding to buy.

Second, students should verify the credibility of sellers and advertising accounts.

Many online shops on social media do not provide clear company names, addresses, or contact information. Some accounts operate only for a short period, run advertisements for a while, and then disappear after delivering products that fail to meet their commitments. Therefore, students are advised to prioritize purchases from verified accounts that show authentic engagement, long-term activity, and transparent information, while avoiding newly created advertisements, pages without genuine comments, or those with a high number of fake interactions.

Third, students should avoid making purchases solely because of promotional offers or celebrity endorsements.

The participation of celebrities (KOLs or influencers) in promoting a product does not necessarily mean that they actually use it. Some students may be influenced by their admiration for celebrities and make impulsive or emotionally driven purchasing decisions without critically evaluating product quality. Therefore, students should distinguish clearly between the image of the celebrity and the actual quality of the product being promoted. They should refrain from purchasing simply because a famous person is seen using the product, and instead evaluate the item based on their real needs and verified information.

Fourth, students should prioritize purchasing methods that allow product inspection before payment.

For high - value items or those that require direct evaluation - such as clothing, footwear, or perfumes - buying through social media advertisements may pose significant risks because customers cannot examine the products in advance. Therefore, for such products, students are advised to purchase directly at physical stores or through reputable e-commerce platforms that offer clear return and exchange policies. It is also recommended to avoid shopping on online pages without post-purchase guarantees or those that do not allow product inspection prior to payment.

4.2.2. For Product Advertisers

First, advertisements should be truthful and accurately reflect the quality and function of the products. 

Brands and individuals promoting their products should develop advertising content based on the product’s actual characteristics, avoiding exaggeration of effects or the use of misleading visual techniques.

High school students are relatively inexperienced consumers; repeated instances of deception may cause them to lose trust not only in specific products but also in the brand as a whole. False or deceptive advertising practices not only damage brand reputation but can also trigger negative public reactions on social media, potentially leading to communication crises.

Second, educational values and social responsibility in marketing campaigns targeting high school students should be emphasized.

Since students are in a critical stage of personality formation and value development, advertisers must demonstrate social responsibility in their communication strategies. They should avoid exploiting emotional vulnerabilities - such as body insecurities or the fear of being “left behind” by peers - to trigger impulsive or uncontrolled purchasing behavior. Instead, advertisers are encouraged to integrate positive messages into their campaigns, promoting values such as financial prudence, smart consumer choices, and a sense of responsibility toward oneself and one’s family. Such an approach helps foster healthy and responsible consumption orientation among students.

Third, advertisers should enhance information transparency and establish effective feedback channels.

Brands, businesses, and individual advertisers should provide comprehensive product information, including details about origin, functions, usage instructions, and return or exchange conditions. They should also develop customer service and feedback mechanisms that allow students and parents to easily make inquiries, share feedback, or file complaints. Timely and transparent responses not only help resolve arising issues but also contribute to building long-term brand credibility and consumer trust.

Conclusion

The study reveals that a wide variety of advertising formats currently exist on social media platforms. With their high level of exposure and frequency of social media usage, high school students in Hanoi have gradually developed habits of information consumption, entertainment, and shopping in the digital environment.

Survey data indicate that although Hanoi high school students remain somewhat cautious and skeptical toward social media advertisements - and their purchasing behavior is still constrained by financial dependence on family members - nearly half of the respondents have shifted their shopping habits toward online platforms, particularly e-commerce sites and store fan pages. The findings also show that despite engaging in online purchases, students maintain a certain degree of distrust toward advertised products, reflecting their awareness and selective approach to online consumption. This suggests that, in addition to improving students’ digital consumer literacy, advertisers and businesses must develop appropriate advertising strategies, practice responsible marketing, and create positively oriented advertising content to enhance both consumer trust and the effectiveness of social media marketing.

(1) Retrieved from https://congly.vn/cong-bo-so-hoc-sinh-du-tuyen-vao-lop-10-nam-hoc-2025-2026-tren-dia-ban-ha-noi-478618.html

(2) Fromm, J., & Read, A. (2020). Marketing to Gen Z (Hoang Long, Trans.). Ho Chi Minh City: Youth Publishing House, 2020, p.30, p.143

(3) Kelly, Y. L. K., Kong, Q., Song, Y., et al. (2019). What predicts adolescents’ critical thinking about real-life news? The roles of social media news consumption and news media literacy. Thinking Skills and Creativity, 33, 100570. https://doi.org/10.1016/j.tsc.2019.100570

(4)https://tuoitre.vn/the-he-gen-z-dan-dau-trong-linh-vuc-mua-sam-truc-tuyen-tai-dong-nam-a-2024011714 1031136.htm

(5) http://www.thptnguyendu.edu.vn/tu-van-hoc-duong/dac-diem-tam-sinh-li-lua-tuoi-hoc-sinh-trung-hoc-pho-thong-267547

(6) Fromm, J., & Read, A. (2020). Marketing to Gen Z (Hoang Long, Trans.). Ho Chi Minh City: Youth Publishing House, p. 143.

(7) Petrov. (2003). Advertising as a Profession. Hanoi: Thong Tan Publishing House, p. 15.

(8) Arens, W. F., & Weigold, M. F. (2005). Contemporary Advertising (10th ed.). New York: McGraw-Hill.

(9) Dinh, T. T. H. (Ed.). (2018). Advertising: Theory and Practice. Hanoi: Thong Tan Publishing House, p. 43.

(10) Dinh, T. T. H. (Ed.). (2018). Advertising: Theory and Practice. Hanoi: Thong Tan Publishing House, p. 233.

(11) CleverAds. (n.d.). Social media advertising: Detailed advantages and disadvantages. Retrieved from https://cleverads.vn/blog/quang-cao-tren-mang-xa-hoi/