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Psychological resilience among Vietnamese Students and the relationship with

School Engagement: A cross-sectioned Survey and a Proposed Intervention
Program

Article in Journal of Namibian Studies History Politics Culture · May 2023

DOI: 10.59670/jns.v33i.2911

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Journal of Namibian Studies, 33 S1 (2023): 1523-1539 ISSN: 2197-5523 (online)

PSYCHOLOGICAL RESILIENCE AMONG

VIETNAMESE STUDENTS AND THE
RELATIONSHIP WITH SCHOOL ENGAGEMENT:
A CROSS-SECTIONED SURVEY AND A PROPOSED
INTERVENTION PROGRAM

Nguyen Thi Loan1 ,

Nguyen Hoang Anh Vu2

1
(Hoa Sen University)
2
(Thu Duc City Hospital)

Abstract:

The purpose of this study is to further understand the

phenomenon of psychological resilience, specifically its
relationship to group cohesion within an educational settingng
college students.

We applied Quantitative Method research in trm of surveys

composed of the Connor-Davidson Psychological Resilience
Scale (CD-RISC-25) and Nelson Laird's school engagement scale.
Semi-structured interview questionnaires were also used. This
study surveyed over 400 students various universities in Ho Chi
Minh City, including Hoa Sen University; Social Science and
Humanities; Ho Chi Minh City Medicine and Pharmacy
University; Pham Ngọc Thach University; Vang Lang University;
HUTECH University; FPT Professional College, Economics and
Law; and Ho Chi Minh City University of Finance and Marketing
in Vietnam.

From those surveyed, we can conclude that student

resiliencehi Furthermo issitorrelation between psygical
resilience in students and school engagement. The interview
results demonstrate that life challenges affect students'
psychologicsilience. New findings in this research serve as the
foundation for the development of intervention programs to
improve students' psychological resilience, thereby improving
the learning environment.

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Keywords: psychological resilience, student engagement,

student.

Background

Luthans et al. (2007) define resilience as an individual's ability to

overcome difficult situations and recover quickly to an even higher
initial mental state to achieve success. In the workplace ,
psychological resilience is considered to be a state of positive
psychological recovery, in which employees overcome difficulties,
doubts, conflicts, failures, or even positive changes and can
thereby become more responsible . Psychological resilience
represents a strong belief in growth, an awareness of life in a
meaningful way, and the development of flexibility to adapt to
important changes (Luthans & Youssef, 2004). Another definition
of psychological resilience is: “the individual's ability to bounce
back from negative experiences and adapt to change and stress
from life” (Tugade & Fredrickson, 2004). People with psychological
resilience have the ability to learn through experience in the
face of difficulties, and succeed where others fail (Masten, 2001).
As an individual trait, psychological resilience is understood as “the
ability to escape adversity, disappointment, and unhappiness”
(Ledesma, 2014), which is a protective, compensating, or
preventive factor available to individuals when they are dealing
with trauma or negativity.

In relation to work-related performance, psychological resilience

is seen as a trajectory of growth which is evidenced by
competence in the face of adversity , professional growth, and
the experience they accumulate in dealing with
adversity (Caza & Milton, 2012). Luthans et al. (2015) assert that
professional resilience combines flexibility and adaptability, self-
initiated, proactive development, continuous learning, and
practical, flexible optimism. It is of great value for employees to
build career resilience based on more objective judgment
(Luthans, Youssef-Morgan, & Avolio, 2015).

The COVID pandemic that broke out in 2019 and spread around
the world changed the lives of millions (Wang et al., 2020). This
health crisis and resulting social isolation led to socio-economic,
humanitarian, psycho-emotional, and educational impacts. In
regards to the educational, emotional, and social impacts of

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social distancing, the United Nations Educational, Scientific and

Cultural Organization (UNESCO) warns of a "global learning crisis in
all levels of the education system", which includes universities
(UNESCO, 2020). This learning crisis is characterized by a
reduction in academic performnace as well as emotional well-
being on students (Li et al., 2020).

Psychological resilience is considered an important aspect of

mental health in education and helps students recover from life
events and challenges (Howe, Smajdor, & Stöckl, 2012; Smith et al.,
2008). When dealing with school assignments, students rely on
personal resources, such as academic resilience, which tend to
drive all efforts to achieve their goals, improve their quality and
level of dedication in daily activities, and heightens their level of
participation above that of their peers (Romano, Angelini,
Consiglio, & Fiorilli, 2021; Salmela-Aro & Upadyaya, 2014).
Therefore, it is possible to see the meaning as well as the
relationship between psychological resilience and school cohesion.
However, current challenges such as academic stress, problems
with friends and family, and mental health partly affect these two
factors.

A large number of previous studies show that health education in

the classroom can effectively promote resilience (Fenwick-Smith
A. et al, 2018; Dray J., 2017; Feiss R., et al, 2019). The classroom
and the school are the optimal environments to support resilience;
students' school engagement is most effective when it fulfills the
student's need for relatedness, competency, and autonomy
(Niemiec & Ryan, 2009). High engagement predicts success in
students' academic achievement (Vasalampi, Salmela-Aro, and
Nurmi; 2009).

All the above-mentioned issues compelled us to undertake

the following project: "Research on the relationship between
psychological resilience and school engagement in university
students and building an intervention program" to answer the
following questions:

1) To what extent is the psychological resilience of university

students affected by gender, their field of study and place or
residence.

2) What is the relationship between psychological resilience

and school engagement?

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3) What challenges affect the psychological resilience of

students?

2. Methods

2.1. Sample size

The first aim of this study is to investigate the level of resilience

among students. Thus, we used an estimate of the university’s
student population to calculate a mean sample size using the
formula:

α=0.05; σ=10.5. d=1. Choosing estimation error equally to 1.

This is the standard deviation cited from the research of Peng et al

(2012) conducted on 2069 students in China (Peng et al., 2012).

Thus, the number of participants should be at least 424 people.

Currently, this research proposed a target estimate of 529
subjects.

2.3. Data collection

Data were collected in Ho Chi Minh City from June to July 2022
when Ho Chi Minh City returned to normal life after the 4th
outbreak which is consider the most serious period of time from
22 April to 24 July, 2021 as said: “For the first time in history,
Vietnam thoroughly implemented all models of isolation:
compulsory centralized isolation, home isolation, isolation in
place, and even nationwide social isolation.” (Tuyet-Anh T. L., et al,
2021) This is also the beginning of a new semester that face-to-
face classes were held.

Data were collected through a survey using a paper questionnaire,

which took 10 to 20 minutes to answer. Data were then entered
into a computer using Excel software and processed with SPSS 20.0
software.

2.4. Measurement Instruments

This study uses a scale that is rated as one of the most popular and
widely cited psychological resilience tools: the Connor-Davidson
Resilience Scale (CD-RISC-25). The theory of psychological

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resilience provides a conceptual foundation for studying and in a

trait approach, resilience as an internal force factor (Howard,
Dryden, & Johnson, 1999). The Connor-Davidson Psychological
Resilience Scale (CD-RISC-25) consists of 25 items answered on a
5-point Likert scale from 0 to 4, with higher scores indicating a
greater degree of resilience (?) (Connor & Davidson, 2003). CD-
RISC-25 has proven to be of high value and reliability for different
population groups. In this study, we use the Vietnamese version.

The study uses a scale of author Nelson Laird including 12

questions in the form of a 4-level Likert to assess the level of school
engagement (Elson, Assistant, & Korkmaz, 2010).

2.5. Data analysis

Descriptive statistics (frequency, percentage, mean score,

standard deviation) were used to describe the psychological
resilience of students. T-test, one-way ANOVA, and the post-hoc
Tukey test were used to analyze the similarities and differences in
psychological resilience among students according to different
criteria. The significance level of 0.05 is applied in the conclusions
of the statistical test.

The Pearson or Spearman correlation was used to assess the

association between psychological resilience and school
engagement.

Semi-structured qualitative interviews were used to clarify how

school challenges affect students' psychological resilience.

3. Results

Table 1: Participants’ Characteristics (n=529)

Characteristics Frequency Percentage

Male 190 35.9

Gender
Female 339 64.1

Economy/Finance (1) 103 19.5

Social sciences (2) 248 46.9

Major
Natural sciences (3) 86 16.3

Medical (4) 92 17.4

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Living with parents (1) 168 31.8

Rental house (2) 54 10.2

Place/ Residence Dormitory (3) 76 14.4

Room share (4) 195 36.9

Other (5) 36 6.8

The survey was conducted on 529 university students studying

in Ho Chi Minh City and undertaking 4 main majors, including
economy/finance (103 students, 19.5%); social sciences (248
students, 46.9%); natural sciences (86 students;16.3%) and
medical (92 students; 17.4%). As to the student’s living conditions,
more than half of the participants were living apart from their root
families. More specifically, 195 students (36.9%) are living in
shared rooms and 54 students (10.2%) live in rental houses.

Table 2. Resilience score of students

n Minimum Maximum Mean Std. Deviation

Resilience score 529 15 100 64.19 15.06

The resilience index was measured with the Conor-Davison Scale

ranging from 0 to 100 score. A higher score mark means higher
resilience. Table 2 shows that Ho Chi Minh City university students
have high resilience levels with a mean score of 64.19.

Table 3. Differences in resilience between groups

Resilience score p value

Gender

Male 67.98 ± 15.8 p<.0001

Female 62.07 ± 14.41

Major

Economy/Finance (1) 64.64 ± 14.34 p2-3=.003

Social sciences (2) 61.56 ± 15.28 p2-4=.009

Natural sciences (3) 67.97 ± 11.33

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Medical (4) 67.26 ± 17.00

Place of residence

Living with parents (1) 65.95 ± 16.49 p1-2<.0001

Rental house (2) 55.80 ± 12.68 p2-4<.0001

Dormitory (3) 60.79 ± 14.05 p2-5<.0001

Room share (4) 65.03 ± 14.43 p3-5=.004

Other (5) 71.25 ± 10.00

On the basis of the participants’ characteristics listed in Table 1,

the study participants’ variables, including their gender, major of
study and place of residence were associated with their resilience.

Students of natural sciences and medicine had high levels of

resilience (Table 3), ranging from 67.97 ± 11.33 and 67.26 ± 17 and
with higher resilience compared to social sciences students.

Male students show higher resilience compared to their

female peers (resilience mean scores are 67.98 and 62.07
respectively).

Those currently living with parents compared to those living in

a rented accommodation are statistically significant for
resilience as they show higher levels Room sharing was also
found to be associated with higher resilience compared to living in
a rental house. This result is further evidence of a trend that
living with others including parents, friends, and partners can
help students improve their resilience. This finding could be
explained by the collectivist nature of Vietnamese culture . The
result also shows that students with other types of residences,
including private houses, and living with spouses, have the highest
resilience.

Table 4. The correlation between resilience and school

engagement

Resilience score

School engagement score r=0.468

p<.0001

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As shown in Table 4, the study participants’ resilience was

statistically significant positively related to their school
engagement (Pearson coefficient = 0.468; p<.0001).

Table 5. The relationship between resilience and life challenge

Model Unstandardized Standar t p

Coefficients dized
Coeffici
ents

B Std. Error Beta

(Constant) 75.493 1.361 55.481 .000

1. Bad physical health 2.607 1.000 .129 2.606 .009

2. Feeling empty and suicidal

-3.035 .820 -.181 -3.701 .000
thoughts

3. Peer relationship difficulties -5.097 .917 -.297 -5.559 .000

4. Failure experiences -.943 .808 -.053 -1.167 .244

5. Financial struggling .777 .668 .050 1.164 .245

6. Academic/ work stress -1.291 .726 -.078 -1.777 .076

7.Being bullied/ feeling Unfair 3.065 .821 .183 3.735 .000

8. Feeling empty/depressed -3.348 .817 -.226 -4.095 .000

9. Other -1.400 .868 -.075 -1.613 .107

To predict students’ resilience, a regression analysis was

conducted. The summary of the results is reported in Table 4.
Overall, life challenges including physical health, feeling empty and
having suicidal thoughts, peer relationships, failed experiences,
financial struggle, academic pressure, being bullied and treated
unfairly, and feeling depressed explain the 30.4% level of students’
resilience.

In the simple unadjusted mediation model shown in Tab 5,

“feeling empty” and “suicidal thought” was thus negatively
associated with resilience (β = -3.035; p<.0001), and resilience was
also negatively related to peer relationship (β = −5.097; p<.0001).

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Among life, challenges we also found that Being bullied/ unfair was
positively associated with resilience (β = 3.065; p < 0.001).

4. Discussion

The students at Ho Chi Minh City have high resilience levels

The results show that the resilience scores range from 0 to 100
with a higher score indicating better resilience. The average score
is 64.19 ± 15.06 indicating a high level of resilience. The origin of
resilience is from the human adaptation system, a positive
adaptation in a situation of adversity (Synder & Lopez, 2007),
which is not a state but a process (Panter‐Brick & Leckman, 2013;
Windle, 2011; Zautra, Hall, & Murray, 2010), and personality trait
(Block & Block, 1980). This supports the fact that students have
positive thoughts, feelings, and behaviors and the ability to adapt
positively in life (Noble & McGrath, 2013). The results of this study
reconfirm the report of the Vietnam Ministry of Health on the 7th
of July 2021, which states that students cooperated with different
groups to help the Vietnamese overcome the Covid-19 pandemic
in creative ways. Cooperation from students was visible in
different places in the whole country such as Quang Ninh (Nguyen
Dung & Pham Hoc, 2021) and Ho Chi Minh city (Hai Dang, 2021).
Vietnamese in general, and Vietnamese students in particular,
have a high ability to overcome challenges and difficulties (Phan
Anh & Dat Nguyen, 2020).

The difference between men and women in terms of resilience

A further finding of our study is that there is a difference

between men and women in terms of resilience. Several studies
about gender differences have reported that the COVID-19
pandemic has a greater impact on the mental health of women
than men (Hawes, M.T, et al., 2021; Ran, L.; Wang, 2020); however,
another study found no significant differences according to gender
during COVID-19 (Olaseni, A.O, et.al, 2020). Other studies have
shown that women experienced greater negative effects on
their mental health than men (González-Sanguino, 2021). A study
by Pidgeon, A.M. (2014) shows that students with high levels of
resilience had lower levels of psychological problems than those
with low levels of resilience. A study by Peñafiel-León et. al. (2021)
found that male students have higher levels of resilience than
female students. This is different from the results of previous
research in Vietnam (Tran Tuan Anh et al. 2016) on climate

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resilience, which states that the female group had higher resilience
than the male group of participants. One interpretation of these
results suggests that there are some changes in Vietnamese
society regarding the perception of the role of males in Vietnam.
These results may also reflect the traditional mindset of the
Vietnamese about the role of the male always trying to be strong,
when major challenges happen since the man is the “cột trụ
(pillar)” of the family may have affected people’s experience of the
Covid-19 pandemic. Or, men’s understanding of their role may
have changed to a creative experience of their role and meaningful
responsibility to overcome the difficult situation.

Social Science majors have lower resilience scores than natural

sciences and medicine.

The result of this study is consistent with studies that have

found levels of resilience among students majoring in
social science, and students of natural sciences, and medicine,
that the personal traits (Block, H. & Block, J., 1980) of the group
of the participants affects levels of resilience. There could be
deeper reasons for this, however, in the context of Covid 19
most of the students at medical school tried their best to help
the nation during a tough time. During the pandemic, when the
entire country was under lockdown for several months,
participants in this study likely fulfilled diverse roles. Among them
were students from medicine and natural science who actively
participated in various situations to rescue people. Less able to
participate with the community in a helpful way, social science
majors may have found it more difficult to be resilient. This study
shows that proximity to parents significantly predicts the resilience
of students (Ozel Egitim D., 2022). The group living with parents
had higher resilience scores than the group living alone in a rental
house , and the group living in the dormitory also had higher
resilience than the group living alone. These findings can modify
the finding of the study of Gizir, C. A. (2004) that family and friend
relationships have important power in explaining the resilience of
the students. The finding of previous studies also mentioned that
friendships are predictors of resilience (Gizir, 2004 and Gökden-
Kaya, 2007).

Relationship between psychological resilience and school

engagement

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This study shows that school engagement is the most important

factor correlated with resilience. It means that the more students
get involved and engage with the school, the more they have
strong resilience. The study of Iqbal, N. (2021) shows that students’
resilience, school engagement, and well-being were found to have
positive associations with each other. School engagement reflects
the students' thoughts, feelings, and behaviors about their
experience in school and its environment (Wang & Holcombe,
2010). The findings of this study should encourage schools to
build strong support systems for students in terms of relationships
with faculty and staff, class environment, teaching methodology,
and other activities that could help build up student resilience.
When students acquire knowledge and skills they must be actively
engaged in school. (Wang, Willet & Eccles, 2011). Resilience refers
to positive adaptation in the context of significant adversity
(Luthar, 2006). The factors have always emerged as protective for
students to adversity, including relationships with supportive
adults and effective schools (Luthar et al. 2000). The classroom and
the school may be the optimal environments in which to support
resilience among students (Morrison and Allen 2007). Classrooms
and schools can provide opportunities for youth to develop other
skills which enhance resilience (Gilligan, 2000).

Life challenges affect psychological resilience

A great number of studies show that the Covid-19 pandemic

caused negative effects on public health, anxiety, and depression,
and that resilience is a predictor and mediating variable of fear of
COVID-19 (David J. Javier-A., et al., 2021). This study uses linear
regression model to predict positive and negative effects of life
challenges on students’ resilience. Nine factors explain the 33.1%
resilience score of participants.

The results show that the negative effect on resilience includes

“feeling empty” and having “suicidal thought”, “being bullied/”
and being treated “unfairly”. A good friendship or relationships
with peers in school is one of the factors that could help a student
increase their resilience (Bond et al. 2007). Besides the personal
challenges in the life of the students causing low resilience, the
stories of the participants of the study of Russell, Laura D.(2022)
show the challenges of the family as a significant factor that affects
the students’ resilience (Tugade and Fredrickson, 2004)

Implication:

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The findings of this study provide an important implication for

personal development and for educational institutions to build up
a high level of resilience among students which is an essential
element for developing the society and the nation.

Based on the results of the study, the proposed program is

designed to be implemented in groups. This program should be
implemented in 2 phases. The first phase is for coaches,
including leaders, administrators, and teachers from the school,
and the second phase is for groups of students.

Implementation Program to improve students’ resilience in

school:

Content: Comprehensive development plan (3 areas, 4

implementation goals in 4 phases)

Deployment form: Group Coaching

Evaluation method: Evidence-based

Program to improve students’ resilience in school

Based on the results of this study, gender is a factor that affects

the levels of resilience. To increase the resilience of the students
in school, they should know about themselves first and then their
role in the school. The first stage is to help the students to be
aware of themselves, their roles in groups and in school, and how
they can have fruitful engagements. This process should be
done in groups. That is the reason for the following activities.

Stage 1: Developing Self-awareness- Discovering and evaluating

yourself- “Who am I”

Determine personality type (strengths, weaknesses, tendencies)

⮚ Looking back at the engine

⮚ Assessment of maturity (age psychology)
⮚ Evaluation of happiness index (human value)
⮚ Difficulties/challenges: Psychological (stress, psychological
disturbances, gender, forms of addiction...); Physical (Status,
blood)

Based on the findings, university students have a high level of

psychological resilience, which explains the positive thinking “Cái
khó ló cái khôn (In the difficulties are incurred the solutions)” of
students during the difficulties they faced in the pandemic.

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Resultingly, creative solutions appeared when they worked

together to overcome the urgent situation. That is the reason why
this stage is included in this program as a significant factor to help
students enhance their resilience.

Stage 2: Develop positive awareness

⮚ Exploring cognitive ability (evaluate 5 IQ areas)

⮚ Ways of thinking - Perception
⮚ Types of automatic thoughts
⮚ Identify rational & irrational believes
⮚ Identifying fallacies in life (Critical thinking)

The findings show that the negative emotions the students have
when they face the challenges in life caused their low level of
resilience. Students should have positive emotions that could help
them to improve their level of resilience in school and in their
personal life.

Stage 3: Develop positive emotions

⮚ Assessment of emotional capacity

⮚ Types of emotions, the process of forming emotions
⮚ Positive and effective emotions
⮚ How to express and manage emotions

The purpose of this study is mainly to find a way to create a healthy

atmosphere in school in order to increase the level of school
resilience. To achieve this, the psychological resilience of students
should be high enough when they join different groups’ activities.
One of the key findings of this study is the connection between
psychological resilience and school engagement. The study's
discussion delves into how this relationship contributes to the
development of positive behavior in students, as they
simultaneously enhance their school engagement and
psychological resilience. The following contents of this program
reflect the mentioned reason.

Stage 4: Develop positive behavior

⮚ Choice and individual/collective responsibility

⮚ Meaningful, positive and vice versa behavior
⮚ Types of rewards and punishments
⮚ Life plan

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⮚ Life skills (communication, time management, integration,

team building, self-esteem...) to be kind people - Humanity

Conclusion:

The findings of this study contribute to providing an understanding

of the predictable relationship between resilience and students’
school engagement.

The program suggested for implementation can be a useful tool for

those who want to foster their level of resilience and for
educational institutions to build up a healthy and suitable
environment to help students to achieve their potential and live
fruitfully.

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