Vietnam Journal of Sociology and Psychology
The Journal of Sociology and Psychology was established through the merger of the Vietnam Journal of Sociology (with over 40 years of development) and the Journal of Psychology (with nearly 30 years of history). The Journal is governed by the Institute of Sociology and Psychology. Aiming to be a prestigious academic forum, the Journal focuses on publishing in-depth scientific research in the fields of sociology, psychology, and related areas such as pedagogy, educational management, and social work. The Journal of Sociology and Psychology operates with clear principles and objectives, including: Publishing and introducing scientific research findings in sociology and psychology from both domestic and international sources; Disseminating the views, guidelines, and policies of the Party and State regarding social development management and Vietnamese human psychology in the context of innovation and international integration; Popularizing sociological and psychological knowledge across various aspects of social life. The Journal operates under License No. 115/GP-BVHTTDL issued by the Ministry of Culture, Sports, and Tourism on August 29, 2025. Currently, the Journal publishes three editions: Journal of Sociology and Psychology – Sociology Series: Vietnamese edition, published bimonthly (even months), ISSN 3093-3919. Journal of Sociology and Psychology – Psychology Series: Vietnamese edition, published bimonthly (odd months), ISSN 3093-3943. Vietnam Journal of Sociology and Psychology: English edition, published annually in October, ISSN 3093-3781. The Editorial Board consists of 15 prestigious domestic and international experts. Furthermore, the editorial process is supported by a network of experienced collaborators and scientists from universities and research institutes nationwide. All submitted manuscripts undergo a double-blind independent peer-review process to ensure scientific quality, objectivity, and academic standards for all published works. Contact Information: Address: 176 Thai Ha, Dong Da, Hanoi, Vietnam Tel: 024.38568710 Email: tapchixhhvatlh@gmail.com
The impact of psychological resources on smartphone addiction among generation Z students
Section: Psychology Series Keywords: Psychological resources, Smartphone addiction tendencies, Generation Z, Students In the digital era, smartphones have become an intergral part of daily life, particularly for Generation Z - those born into and raised with digital technology. However, the excessive use of smartphones and the rising trend of smartphone addiction among this group have become a growing concern for both parents and professionals. This study aims to examine the impact of psychological resources on smartphone addiction tendencies among Generation Z students. A survey was conducted with 375 high school students in Hanoi. Findings from univariate regression analysis indicate that psychological resources play a positive role in reducing smartphone addiction tendencies. Moreover, when examined simultaneously in multivariate models, self-perceived competence and resilience emerged as the most significant and influential factors. These findings highlight the protective role of psychological resources and suggest potential pathways for intervention strategies aimed at mitigating smartphone addiction among Generation Z students.
The relationship between parenting styles and learning motivation among high school students
Section: Psychology Series Keywords: Parenting styles, Intrinsic academic motivation, Extrinsic academic motivation, High school students This study examines the relationship between parental parenting styles and high school students’ learning motivation within the Vietnamese context. Findings indicate that students’ learning motivation is shaped by a combination of intrinsic and extrinsic factors, reflecting a performance-oriented school environment while maintaining an underlying curiosity for knowledge. Parental autonomy support, warmth, and involvement were found to have positive effects on intrinsic motivation and help reduce amotivation. Notably, mothers play a stronger role in fostering learning interest, whereas fathers serve a protective function, reinforcing academic values. The study emphasizes that a democratic parenting style, which balances clear expectations with respect for autonomy, is essential for nurturing sustainable learning motivation. It provides implications for parents and schools to support the balanced development of students’ motivational orientations jointly.
The impact of parental encouragement on high school students' academic anxiety
Section: Psychology Series Keywords: Parental encouragement, Academic anxiety, High school students This study investigated the relationship between parental encouragement and high school students' academic anxiety. The study sample included 400 high school students in Hanoi (39.8% male, 56.5% female, and 3.8% other genders). Utilizing Cassady's Academic Anxiety Scale (2020), the research quantified students’ academic anxiety levels. Parental encouragement for children is assessed in terms of content, form, and appropriateness or inappropriateness of encouragement factors, which are designed by the group, based on existing materials. The results showed that 91.2% of students reported different levels of anxiety in learning; 13.2% of the variation in academic anxiety was explained by different dimensions of encouragement. Parents' inappropriate encouragement of students' abilities had the strongest impact on students' academic anxiety (ẞ = 0.16), followed by inappropriate encouragement regarding students' emotions and desires, with regression coefficients of ẞ = 0.14 and ẞ = 0.12, respectively. These results underscore that encouragement from parents for learning should take into account the factors that are suitable for individual student needs to mitigate academic anxiety.
Psychological resources as a mediating factor in the relationship between academic performance stress and mental health among adolescents
Section: Psychology Series Keywords: Academic stress performance, Mental health, Psychological resources, Self-esteem, Self-efficacy, Resilience This study aimed to examine the mediating role of individual psychological resources in the relationship between academic performance stress and mental health among students in Vietnam. The sample consisted of 375 students from secondary schools and high schools in Hanoi. The research instruments included the Strengths and Difficulties Questionnaire (SDQ), the Rosenberg Self-Esteem Scale, the General Self-Efficacy Scale (GSE), the Brief Resilience Scale, and the Academic Stress Performance Events Scale. The analysis revealed that academic performance stress was positively associated with mental health problems, and negatively associated with self-esteem, self-efficacy, and resilience. Mediation analysis indicated that self-esteem and self-efficacy significantly mediated the relationship between academic performance stress and mental health, whereas resilience did not show a mediating effect. The direct effect of academic performance stress on mental health remained significant, suggesting the presence of both direct and indirect pathways. These findings emphasize the importance of psychological resources, particularly self-esteem and self-efficacy, in protecting students from the negative effects of academic stress performance. The results further suggest that school-based intervention programs should focus on enhancing students’ psychological resources in parallel with strategies to manage and reduce performance stress.
The current situation of passive response of junior high school students taking the 10th-grade entrance exam to psychological stress
Section: Psychology Series Keywords: Passive coping, Self-isolation, Avoidance actions, Junior high school students taking the 10th grade entrance exam A study on the passive coping of junior high school students taking the 10th-grade entrance exam was conducted on 307 students in Hanoi. The results showed that the majority of students did not use passive coping; only nearly a quarter of students used this coping method, but at a low level. The surveyed students said that they rarely isolated themselves when facing psychological stress. They wanted to communicate with friends, family members and teachers. Students did not have evasive actions when facing psychological stress. However, the level of non-avoidant coping was not high.
Junior high school students taking the 10th grade entrance exam
The impact of emotional experiences on school engagement among lower secondary school students in Quang Ngai Province
Section: Psychology Series Keywords: Positive emotions, Negative emotions, School belonging, Lower secondary school, Quang Ngai province This study surveyed 759 lower secondary school students in Quang Ngai province to examine the impact of emotional experiences on school belonging. Analyses included descriptive statistics, Pearson correlations, and multiple linear regression. Results indicated that school belonging was positively correlated with positive emotional experiences and negatively correlated with negative emotional experiences. The regression model explained 16.0% of the variance in school belonging. Positive emotions predicted increased school belonging, whereas negative emotions predicted decreased school belonging. These findings suggest that fostering positive emotional experiences while reducing negative emotions may serve as a feasible lever to enhance school belonging among lower secondary school students.
The relationship between parental psychological control and adolescents’ perceived happiness
Section: Psychology Series Keywords: Psychological control, Well-being, Adolescents, Parents This study explores the relationship between parental psychological control and adolescent happiness through research conducted on 664 adolescents aged 12 to 18 in Bac Ninh Province and Hanoi. In this study, we used three tools to measure happiness: The Satisfaction with Life Scale (SWLS), the Warwick-Edinburgh Mental Well-being Scale (WEMWBS), and the Interdependent Happiness Scale (HIS). Additionally, the Psychological Control-Disrespect Scale (PCDS) was employed to assess the level of parental psychological control within families. The findings indicate that both paternal and maternal psychological control negatively correlate with adolescent happiness. Paternal and maternal psychological control most significantly impact life satisfaction (father: r = 0.23, mother: r = 0.25, p < 0.01), followed by mental well-being (father: r = 0.21, mother: r = 0.24, p < 0.01), and least influence interdependent happiness (father: r = 0.16, mother: r = 0.20, p < 0.01). The results highlight the importance of reducing parental psychological control to enhance adolescent happiness.
The impact of childhood experiences on the mental health of young adults
Section: Psychology Series Keywords: Mental health, Positive childhood experiences, Adverse childhood experiences This study examined the relationship between childhood experiences (CE) and mental health (MH) in 787 young adults. The results indicate that most participants reported a high level of positive childhood experiences, while adverse childhood experiences were at a moderate to low level. When analyzed across three MH levels (flourishing, moderate, and languishing), positive CE showed a clear and consistent positive effect on MH in all groups, particularly in the languishing group. In contrast, adverse CE had only a slight and unstable negative impact. The full-sample regression model indicated that positive CE was a significantly stronger predictor of MH than adverse CE, with a standardized coefficient nearly three times larger in magnitude. These findings underscore the protective role of positive CE for MH and highlight a comprehensive approach for research and intervention: not only identifying and addressing past adversities but also leveraging positive resources from childhood.
Psychological well-being of repatriated international migrant workers: A literature review
Section: Psychology Series Keywords: Returned international migrant worker, Psychological well-being, Reintegration stress, Mental health This article provides a systematic review of both domestic and international studies to elucidate the psychological well-being of international migrant workers upon return, focusing on two main dimensions: emotional experiences and psychological adaptation. Based on 18 selected publications from scientific databases and research reports of organizations between 2014 and 2024, the study synthesizes empirical evidence on emotional experiences and psychological adjustment among returnee migrant workers. The findings reveal that returnees often experience complex and contradictory emotional states, in which the joy and pride of reunion and returning home coexist with psychological difficulties such as anxiety, depression, feelings of shame, isolation, and identity crises during the initial reintegration phase, particularly when they lose their occupational role or social status. However, protective factors such as family support, community connection, religious faith, and individual resilience contribute to emotional stability and positive adaptation. Psychological adaptation emerges as a central pillar of sustainable reintegration, influenced by both individual factors (pre-return preparation, and coping capacity) and social factors (support networks and social recognition). The study underscores the necessity of integrating mental health care and psychosocial counseling into policies supporting returnee migrant workers to enhance the quality of life and promote sustainable reintegration in Vietnam. The synthesized evidence from this review contributes to the development of evidence-based psychosocial support policies for returnee migrant workers in Vietnam.
The role of personal psychological resources in predicting mental health issues among generation Z youth
Section: Psychology Series Keywords: Personal psychological resources, Mental health, Generation Z, Smartphone addiction, Loneliness, Life satisfaction Amid the growing psychological-social challenges faced by Generation Z, this study examines the effects of six personal psychological resources-resilience, hope, self-efficacy, autonomy, optimism, and acceptance- on three dimensions of mental health: life satisfaction, problematic smartphone use, and loneliness. Data were collected from 689 young participants, and multivariate regression analyses indicate that acceptance emerges as a consistently protective factor, positively associated with life satisfaction and negatively associated with both smartphone overuse and loneliness across genders. These findings underscore the essential role of personal psychological resources in predicting key mental health concerns among Generation Z youth.
Thiên kiến nhận thức khi sử dụng mạng xã hội của sinh viên
Section: Psychology Series Keywords: Cognitive bias, Social network, Student Cognitive bias refers to the tendency to evaluate information based on personal experiences and emotions rather than logical thinking. Cognitive bias is likely to occur when people are exposed to fast and emotionally charged information on social media. This study focuses on four common types of cognitive bias on social media: Bandwagon bias, status bias, framing bias, and negativity bias. A questionnaire survey was conducted from December 2024 to January 2025 on 446 students (41.3% male, 58.7% female; Mage = 19.40) who frequently use social media, using self-assessment and vignette scales. The results showed that students were affected by all four types of bias, with framing bias and bandwagon bias being the most frequent, followed by negativity bias and status bias. Students preferred to receive positive, urgent (framing bias), and widespread (bandwagon bias) information over negative (negativity bias) or information shared by people with social status (status bias). These findings indicate that information reception on social media is not objective but influenced by cognitive bias. Therefore, media literacy programs are necessary to raise awareness and enhance students' critical thinking skills when processing information on social media.
Adaptation of the academic expectation stress inventory among Vietnamese students
Section: Psychology Series Keywords: Academic expectation stress inventory, Validity, Reliability, Model fit, Adaptation Academic expectation stress significantly affects the mental health of Vietnamese students. To support the prevention and intervention of this issue, it is necessary to have an instrument that ensures psychometric properties, compatible with the Vietnamese socio-cultural context. The current study adapted the Academic Expectation Stress Inventory (AESI) developed by Ang and Huan (2006) for the use with 909 students. The results showed that the AESI-VN-1 initially ensured reliability and validity. Confirmatory factor analysis showed that the scale achieved its best model fit with a two-factor structure. This finding aligns with international research results and is consistent with the perspective of Ang & Huan (2006). Some limitations and suggestions for further research are also discussed in the article.
The relationship between mindfulness and subjective well-being among students at the Ho Chi Minh City University of Social Sciences and Humanities
Section: Psychology Series Keywords: Mindfulness, Subjective well-being, Students, Mental health This study examines the relationship between mindfulness and subjective well-being among university students. Data were collected from 706 students at the Ho Chi Minh City University of Social Sciences and Humanities, representing diverse demographic characteristics, including gender, age, year of study, field of study, living conditions, and employment status. The analysis results indicate a positive correlation between mindfulness and subjective well-being. These findings underscore the significance of mindfulness for students' mental health and suggest that promoting mindfulness practices can improve subjective well-being. Furthermore, considering demographic characteristics can provide deeper insights into differences in students' mindfulness experiences and well-being, thereby supporting the development of appropriate psychological support policies to improve quality of life and academic performance in higher education settings.
The correlation between screen time and preschool children’s direct communication activeness
Section: Psychology Series Keywords: Electronic devices, Direct communication activeness, Preschool children This paper aims to explore the correlation between screen time and the direct communication activeness of preschool children. The study surveyed parents of 509 preschool children in Nam Dinh province. The results indicate a negative correlation between screen time and preschool children's direct communication activeness. The more time children spend on electronic devices, the less active they are in direct communication, and vice versa. Screen time can predict direct communication activeness at a low level (4.0%). Additionally, gender and age are controlling variables that moderate the impact of screen time on preschool children's direct communication activeness. The findings provide a foundation for future research on a broader scale and across diverse cultural contexts enabling a more accurately assessment odd the effects of electronic devices on child development.
Empathy competence of psychology students at universities in Hanoi
Section: Psychology Series Keywords: Empathy competence, Students, Psychology major The study was conducted with 355 psychology students from several universities in Hanoi, aiming to examine the current status, levels and manifestations of empathy competence among students. The results showed that, overall, the students in the sample demonstrated a moderate level of empathy competence. Among the two components of empathy, students demonstrated affective empathy effectively than cognitive empathy. Of the five component empathic skills, students were most proficient in demonstrating behaviors that show concern for others’ emotions. Possible reasons and explanations for these findings were also discussed in this paper.
Academic stress and psychological distress among adolescents: A case study at Dinh Thien Ly Secondary and High School, District 7, Ho Chi Minh City
Section: Psychology Series Keywords: Academic stress, Psychological distress, Adolescents, Dinh Thien Ly Secondary and High School This article aims to evaluate the levels of academic stress and psychological distress, as well as the relationship between these two factors, among adolescents. The study sample consists of 310 secondary school students from Dinh Thien Ly Secondary and High School, District 7, Ho Chi Minh City. The measurement tools used are the Educational Stress Scale for Adolescents (ESSA) and the Kessler Psychological Distress Scale (K10). Descriptive statistics and correlation analyses were performed using SPSS 20. The results indicate that adolescents at Dinh Thien Ly Secondary and High School, District 7, Ho Chi Minh City, experience a moderate level of academic stress and a moderate level of psychological distress, with a significant positive correlation between academic stress and psychological distress among adolescents. These findings provide a basis for developing interventions to offer psychological support for adolescents. From these findings, it can be seen that to reduce psychological distress in adolescents, there should be a focus on measures to reduce their academic stress.
Emotion regulation scale reduction and validation for women who are victims of domestic abuse
Section: Psychology Series Keywords: Emotion regulation Scale, Scale reduction and validation, Women, Women experiencing domestic violence To develop an Emotion Regulation scale for women experiencing domestic violence, the study employed a literature review and a questionnaire survey. The literature review was used to identify existing instruments and select a candidate scale for validation. The questionnaire data from 62 abused women were analyzed using bivariate correlations, exploratory factor analysis (EFA), and Cronbach’s alpha to refine, validate, and finalize the measure. Based on the reduction and validation of the Emotion Regulation scale by Garnefski & Kraaij (2007), a shortened instrument was produced comprising two domains with four factors and 23 items: The Positive Emotion Regulation domain (2 factors; 11 items) and the Negative Emotion Regulation domain (2 factors; 12 items). Items were rated on a 5-point Likert scale. Reliability met accepted thresholds. EFA supported a four-factor structure, indicating good psychometric quality and applicability in empirical research.
School satisfaction, resilience and mental health of high school students
Section: Psychology Series Keywords: Mediating variable, School satisfaction, Resilience, Mental health, High school students School satisfaction is defined as students' contentment across various facets of their school environment, encompassing related elements such as teaching quality, relationships with teachers and peers, and school facilities. The significance of school satisfaction extends beyond enhancing academic outcomes; it profoundly influences students' psychological and social development, as well as their mental health. For high school students, identifying solutions to enhance awareness and improve mental health is crucial, contributing to a higher quality of life and better mental well-being in school. This cross-sectional study, involving 1,334 gifted students, investigated the relationship between school satisfaction and student mental health, with resilience serving as a mediating variable. Results indicated that student resilience was inversely correlated at a weak to moderate level with anxiety, stress, and depression. Impact analyses revealed that school satisfaction directly and significantly reduced stress, anxiety, and depression. Furthermore, school satisfaction indirectly impacted stress, anxiety, and depression through its influence on resilience. A clear implication for school-based psychological intervention and support programs is the necessity to focus on enhancing student satisfaction with school and fostering their resilience.
The effect of journal writing on anxiety: The mediating role of negative thoughts
Section: Psychology Series Keywords: Journal writing, Negative thoughts, Anxiety, University students This study examined the mediating role of negative thoughts in the relationship between journal writing and anxiety. Regression analysis conducted on a sample of 1,066 Vietnamese university students indicated that negative thoughts partially mediate the connection between the frequency of journal writing and anxiety. Specifically, the frequency of journal writing was found to have a direct effect on reducing, while also indirectly mitigating anxiety by decreasing negative thoughts. These results are discussed and interpreted within the context of Pennebaker's (1985) emotional inhibition theory, self-reflection theory, and relevant psychophysiological mechanisms. The findings provide evidence suggesting that journal writing can be an effective strategy for developing mental health interventions and anxiety management programs for university students in Vietnam.
The mediating role of self-esteem in the relationship between social support and loneliness among gen Z high school students
Section: Psychology Series Categories: Psychology Series Keywords: Loneliness, Social support, Self-esteem, Gen Z, High school student This paper aims to clarify the mediating role of self-esteem in the relationship between social support and perceived loneliness in a sample of Gen Z high school students in Vietnam. The study surveyed 269 students from two high schools: one located in suburban Hanoi and the other in Thanh Hoa province. Participants were drawn from grades 10, 11, and 12, with 53.4% being female students. The results of the mediation analysis indicate that social support is significantly related to both self-esteem and perceived loneliness. Furthermore, self-esteem also shows a significant relationship with perceived loneliness. Critically, the model reveals that self-esteem mediates the relationship between social support and perceived loneliness in the studied sample. These findings have significant implications for developing and implementing interventions that enhances the positive impact of social support and self-esteem on the emotional experiences of Gen Z adolescents.
The relationship between facebook addiction risk and cyberbullying victimization in junior high school students
Section: Psychology Series Keywords: Facebook addiction risk, Cyberbullying, Secondary school students This study aimed to explore the relationship between Facebook addiction risk and cyberbullying victimization in junior high school students. A cross-sectional research design, using Bergen's Facebook Addiction Scale and Tynes et al.'s Cyberbullying Victimization Scale, surveyed 419 8th and 9th graders in junior high schools in Da Nang, Quang Nam, and Quang Ngai. Using mean score statistics to describe the level of addiction risk and cyberbullying, the T-test to compare the difference in the level of Facebook addiction risk and cyberbullying by gender and living area, and the Pearson correlation to determine the relationship between Facebook addiction risk and cyberbullying in students. The research results showed that 43.2% of students were identified as Facebook addicts risk, urban students had higher levels of Facebook addiction risk; 94.0% of students reported being bullied online, female students and students in urban areas were bullied online more than male students and students in rural areas; there was a positive relationship between Facebook addiction risk and being bullied online in students. This is necessary information to consider preventive and intervention measures to reduce Facebook addiction risk and being bullied online in middle school students.
The relationship between rejection sensitivity and social withdrawal in emerging adults
Section: Psychology Series Keywords: Social withdrawal, Rejection sensitivity, Emerging adults Recently, there has been an increase in the number of young people who have difficulties integrating into society and therefore choose to withdraw from social interactions as a means of protecting themselves from emotional harm. The present study examined the prevalence of social withdrawal, rejection sensitivity, and the association between these two variables. The study was conducted on a sample of 688 participants aged between 18 and 30, using a questionnaire-based survey method. Results showed that among all subtypes of social withdrawal, shyness was the most commonly reported (13.4% of the whole sample), while the unsociability subtype had the highest mean score. The data also revealed that people who were moderately to highly sensitive to rejection accounted for half of the participants. In particular, there was a positive correlation between rejection sensitivity and the shyness subtype of social withdrawal. The meaning of the results, together with the limitations of the study, was discussed to provide implications for future studies.
Current practices and effectiveness of sex education programs in Hanoi's public schools
Section: Psychology Series Keywords: Education, Sex education, Effectiveness of sex education programs, Public schools This report investigates Hanoi’s current sex education practices and proposes solutions to implement comprehensive sex education into the national curriculum. Findings from surveys and interviews indicate that Vietnamese sex education policies, particularly in Hanoi, primarily follow an abstinence-only approach, heavily emphasize theoretical content, and prove ineffective in improving students' knowledge, skills, and attitudes. Three potential solutions have been proposed to address these issues. First, sex education should be integrated into the curriculum from kindergarten through all grade levels, ensuring age-appropriate content that adheres to standardized and official guidelines. Second, teachers require training with specialized materials and expert-led workshops. Third, students require a supportive and open environment to discuss sex, sexuality, and gender both at school and at home.
The mediating role of self-worth based on others' approval in the relationship between gender conformity and self-esteem in university students
Section: Psychology Series Keywords: Gender standards, Gender roles, Masculinity, Femininity, Others’ approval, External contingencies of self-worth, Self-esteem, Student This study investigated the relationship between gender conformity and self-esteem, examining the mediating role of self-worth based on others’ approval, among 301 students (with an average age of 19.65) in Hanoi. Gender conformity in this study is approached through the aspect of absorbing social gender stereotypes attributed to masculinity and femininity. The results showed that self-esteem was negatively influenced by self-worth based on others’ approval, and positively influenced by masculinity. Finally, the mediating role of self-worth based on others’ approval in the relationship between masculinity and self-esteem is also confirmed, emphasizing the importance of considering the overall impact of conformity to gender norms in improving students' self-esteem.
Results of the improved version of the online CB-ART intervention in reducing distress during the COVID-19 outbreak in Vietnam
Section: Psychology Series Keywords: CB-ART, Stress, COVID-19, Psychological crisis, Psychotherapy In the midst of the COVID-19 pandemic, many individuals were experiencing psychological crises, hence the increasing need for a short-term and effective therapeutic intervention, which can quickly assess contributing factors, common types, and levels of stress that they were in, as well as ways to promote the utilization of their resources to cope with the crisis. After two weeks (from January 8, 2021 to August 13, 2021), with 77 people supported in managing stress using the online CB-ART (Cognitive Behavioral and Art-based) intervention, the positive results have been achieved and presented in the previous article. To quickly activate psychological resources in crisis, in the second course of support, we added a fourth picture to the CB-ART process. After testing the improved version, the entire group agreed to officially implement it on August 17, 2021. The goal of the improved version is to maximize one's inner resources by quickly thinking and drawing the 4th “magic” picture, which reveals directions, course of action and ways to cope with stress. As of September 19, 2021, the results of applying this improved version on 64 participants have proven its effectiveness and feasibility.
The effect of parental differential treatment on the sibling relationship quality of adolescents
Section: Psychology Series Keywords: Parental differential treatment, Sibling, Adolescents, Effects In the family context, with the limitations of parents' resources and the differences in children's needs and development, parental differential treatment of their children is inevitable. However, during adolescence, physical and psychological changes make them more sensitive to this difference and their sibling relationships also undergo specific changes. So, how is this difference related, and how does it affect the quality of sibling relationships of adolescents? To find out, an online survey was conducted among 147 junior high school students who have only one sibling, are currently studying, and live with their parents in Hanoi. The results of the regression model showed that paternal and maternal differential affection towards their children and maternal differential control have negative effects on the quality of sibling relationships among adolescents. Specifically, paternal and maternal differential affection has a more substantial influence, while the maternal influence is more evident. To improve the quality of health of the children's relationships, parents, especially mothers, should pay attention to adjust their emotional approach to their children.
Psychological distress among students at the University of Science and Education - the University of Da Nang
Section: Psychology Series Keywords: Distress, Psychology, Students, University of Science and Education - The University of Da Nang Distress is a natural human response to life events and incidents. Recent studies have shown that the rate of psychological distress among students is higher than that of the general population (Mboya et al., 2020; Granieri, 2021). Therefore, this study examined the level of psychological distress in 583 students of the University of Science and Education - University of Da Nang, using the Psychological Distress Scale developed by Kessler et al. (2002). The results showed that the level of psychological distress of students ranged from normal (17.3%), mild (20.1%), moderate (30.5%) to severe (32.1%), respectively. There was a statistically significant difference in the level of psychological distress among students from a demographic perspective. In particular, the average score of the psychological distress scale in female students and students aged 18-20 is higher (p < 0.05). These findings provide further evidence of the level of psychological distress, which is the basis for management levels and educational forces to have measures to support mental health for students at the University of Science and Education - The University of Da Nang.
University of Science and Education - The University of Da Nang
The influence of parenting behaviors on student’s identity style: Self-regulation as a mediator
Section: Psychology Series Categories: Psychology Series Keywords: Parenting behavior, Identity style, Informational identity style, Avoidant-Diffuse identity style, Self-regulation, University students The process of identity formation is influenced by both family and individual efforts. The study was conducted on 372 students to investigate the impact of parenting behavior on students’ identity style and the mediating role of self-regulation ability. The scales used in the study were Parenting Behavior (PBI) Identity Style 5 (ISI-5), and Self-regulation (SSRQ). The results showed that overprotective parenting behavior was negatively correlated with informative identity style and self-regulation ability. Caregiving/controlling parenting behavior was negatively correlated with an avoidant-diffuse identity style. The regression model indicated the mediating role of self-regulation ability in the relationship between parenting behavior and identity style. These data form the basis for further research on this topic.
Livelihood Sustainability and Gendered Dimensions in The Fishery Sector: A Case Study in Giao Thuy District, Nam Dinh Province
Section: English Edition Categories: English Edition Keywords: sustainable livelihoods, gender, fisheries, SLCI, Nam Dinh This study investigates livelihood sustainability and gender dimensions in the fishery sector of Giao Thuy district, northern Vietnam, using the Sustainable Livelihoods Framework (SLF) with a gender-sensitive approach. Based on household surveys and in-depth interviews, a Sustainable Livelihood Capital Index (SLCI) was developed to evaluate disparities across five livelihood capitals. Findings show that while physical capital remains stable, natural and financial capitals are increasingly constrained by resource depletion and restricted access to formal credit. Social capital plays a dual role: it strengthens adaptive capacity through women’s networks and microcredit groups but also reinforces gendered inequalities in professional associations and decision-making. Women contribute significantly to trading, processing, and household reproduction, yet their roles remain undervalued compared to men’s dominance in capture fisheries and governance. The study argues that livelihood sustainability must consider gender-equitable access to resources and participation. Policy recommendations highlight gender-responsive credit, recognition of women’s contributions, and institutional reforms for inclusive coastal livelihoods.
Pham Thi Thu Ha, Nguyen Duc Chien, Nguyen Thi Dien, Nguyen Thi Minh Khue, Vu Thi Thu Ha
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Self-Stigma and its Association with Parental Stress among Single Mothers
Section: English Edition Categories: English Edition Keywords: Self-stigma, Single mothers, Lone mothers, Parental stress Self-stigma is a psychosocial phenomenon that can occur in any individual or group possessing characteristics that are either explicitly or implicitly associated with socially endorsed negative stereotypes. Using a questionnaire-based survey, this study investigated the association between internalized stigma and parental stress among 174 Vietnamese women who self-identified as single mothers. The findings revealed that higher levels of internalized stigma were significantly associated with greater parental stress. Notably, neither financial conditions nor support from the child’s father played a moderating role in this relationship. However, marital status emerged as a significant moderator. Women who had never been married or were legally married but self-identified as single mothers reported a stronger association between self-stigma and parental stress. The study also discusses its limitations and provides implications for future research on this topic.
Vu Thi Van Anh, Bui Van Quang, Bui Thi Hong Thai