There is a lack of validated instruments to measure gratitude in Vietnamese adolescents; this issue is regarded as a significant impediment to progress in implementing empirical research on the gratitude of Vietnamese adolescents. The aim of this study, therefore, was to validate the Vietnamese translation of the Gratitude Questionnaire (GQ) and the Revised Short Gratitude, Resentment, and Appreciation Test (S-GRAT), using two independent samples of Vietnamese adolescents in two studies. In Study 1, Sample 1 (N = 365, female n = 173) completed the Vietnamese GQ (GQ-VN) and S-GRAT (S-GRAT-VN). Confirmatory factor analysis showed that the 5-item version of the GQ-VN and the 15-item version of the S-GRAT-VN fitted the data adequately. Both instruments showed satisfactory internal consistency. In Study 2, Sample 2 (N = 202, female n = 93) completed the GQ-VN and S-GRAT-VN, along with the Satisfaction With Life Scale. The GQ-VN and S-GRAT-VN were found to be positively correlated with each other and with the construct of life satisfaction, confirming the convergent and predictive validity of the two questionnaires. All the findings support the validity and reliability of the Vietnamese GQ and S-GRAT in a sample of Vietnamese adolescents. These two instruments, therefore, may facilitate the evaluation of factors associated with adolescent dispositional gratitude in Vietnamese settings.

Teacher professional development (TPD) plays a vital role in enhancing student achievement and the education quality improvement at general education schools. Vietnam is carrying out the general education reforms including the curriculum, teaching methodology and textbook replacement. In order to make those reforms succeed, a lot of things have been done so far in which TPD is considered a key measure. This qualitative case-study research aimed to find out the perceptions of principals and the teachers in three selected K12 schools on TPD in response to the education reforms implementation in Vietnam using the data from the open-ended interviews with the principals, the questionnaires from teachers, and the school policy-related documents. The importance of TPD related closely to the general education reforms implementation at three schools was highly perceived and highly appreciated by the principals and teachers in similar vein. These made a strong link between their beliefs and TPD practices at their schools for promoting the education reforms. Keywords: education reforms, qualitative case-study, teacher professional development, Vietnamese K12 school.

<p style="text-align: justify;">Student satisfaction with education service has been considered one of the most critical strategic factors to attract students of higher education institutions around the world. Various models of satisfaction with education service quality have been developed to motivate actions towards improving the education quality. This study aimed to confirm a Vietnamese theoretical five-dimension model of student satisfaction with higher education service and investigate the relationship between student satisfaction with education service quality and student satisfaction with educational outcomes in this model. A cross-sectional survey on 2933 students from four-member universities of Hue University in Central Vietnam was conducted. The research results showed that the model of student satisfaction with education service in Hue University was consistent with the proposed theoretical model, which comprises five dimensions including access to education service, facilities and teaching equipment, educational environment, educational activities, and educational outcomes. In addition, the satisfaction of all dimensions of education service quality from dimension 1 to 4 affects the satisfaction of educational outcomes, of which educational activities have the most significant impact. This research result can provide a number of implications and recommendations for Hue University to implement appropriate measures to improve student satisfaction with education services received, thereby enhancing educational outcomes, attracting and retaining students.</p>

The aim of this study was to explore the correlation between parental styles and mental problems among Vietnamese high school students. In total, 16.4 percent of 757 eligible participants reported mental difficulties. Findings showed that being female and in grade 12 were risk factors to mental problems while living in Hue city was likely as a protective factor. The father’s warmth reduced the risk of having mental problems among adolescents, while an overprotective mother increased the risk. There was no correlation between authoritarianism of both mother and father and mental difficulties. These results suggest that a parenting program for parents might reduce the risk of mental problems among Vietnamese youth.

Research has shown that natural disasters can be prevented or mitigated effectively through education which provides knowledge and skills for the young generation to protect themselves and act to protect the community. The current study investigated the level of natural-disaster-prevention literacy and analyzed its predictors among high school students in Vietnam. This study adopted a cross-sectional school-based design, using an online survey. There were 807 students from seven public schools participating in this study. The results show that the natural-disaster-prevention knowledge, perception, skills, and overall literacy are above average, with knowledge having the highest score. Significant differences exist in natural-disaster-prevention literacy and its components by gender, grade, location, and residence. Age, location, residence, knowledge, and perception can predict participants’ skills of natural-disaster prevention. This study highlights the necessity of teaching natural-disaster prevention in schools, across grades, and focusing on providing the students with the knowledge and perception needed to improve their natural-disaster-prevention skills. This will contribute to helping the country meet the goal of education for sustainable development.