Journal of Sociology and Psychology - Psychology

The role of personal psychological resources in predicting mental health issues among generation Z youth

Đỗ Thị Lệ Hằng, Cao Phương Thao — Wed, 11 Mar 2026 00:00:00 +0700

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.

Psychological well-being of repatriated international migrant workers: A literature review

Lưu Thị Lịch — Wed, 11 Mar 2026 00:00:00 +0700

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 impact of childhood experiences on the mental health of young adults

Phan Thị Mai Quyên, Trần Thị Minh Đức, Bùi Thị Hồng Thái — Wed, 11 Mar 2026 00:00:00 +0700

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.

The relationship between parental psychological control and adolescents’ perceived happiness

Đào Lan Hương — Wed, 11 Mar 2026 00:00:00 +0700

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 emotional experiences on school engagement among lower secondary school students in Quang Ngai Province

Lê Văn Hiền — Wed, 11 Mar 2026 00:00:00 +0700

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 current situation of passive response of junior high school students taking the 10th-grade entrance exam to psychological stress

Lê Minh Thiện — Wed, 11 Mar 2026 00:00:00 +0700

A study on the passive coping of junior high school students taking the 10^th-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.

Psychological resources as a mediating factor in the relationship between academic performance stress and mental health among adolescents

Hoàng Thị Thanh Huệ, Đỗ Thị Lệ Hằng, Nguyễn Thị Phương Hoa — Wed, 11 Mar 2026 00:00:00 +0700

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 impact of parental encouragement on high school students' academic anxiety

Tống Trà Giang, Dương Nguyễn Hà Vy, Nguyễn Văn Lượt — Wed, 11 Mar 2026 00:00:00 +0700

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.

The relationship between parenting styles and learning motivation among high school students

Rơ Đăm Thị Bích Ngọc, Nguyễn Diệp Hà — Wed, 11 Mar 2026 00:00:00 +0700

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 psychological resources on smartphone addiction among generation Z students

Phạm Minh Thu — Wed, 11 Mar 2026 00:00:00 +0700

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.