Introduction: Adverse childhood experiences (ACEs) were known as a risk factor for mental health problems and impact during adulthood. This study puts intention on the perfectionism concept that is a personality trait that may be developed from ACEs and impact on mental health. Objective: This study aims to explore the relationship between ACEs, perfectionism, depressive symptoms and life satisfaction. Additionally, we aim to find the differences between symptoms of depression and life satisfaction by gender and birth order as a consideration of Vietnamese culture. Methods: We used random sampling and collected 554 valid respondents (including 178 participants who had ACEs) in Vietnam. The respondents ranged from 18 to 60 years old (Mean = 20.92, SD = 3.252) PLS-SEM model was conducted to examine the relationship among constructs of this study. Furthermore, One-way and Two-way MANOVA was used to find the differences of variables. Results: Maladaptive aspects of perfectionism (including concern over mistakes, doubt about actions, parental expectations, parental criticism, and personal standards) played a mediating role in the relationship between ACEs and depressive symptoms (β = 1.063, 95% CI [0.760; 1.416], p < 0.001). In addition, the adaptive aspect of perfectionism (organization) played a moderating role in the pathway from maladaptive perfectionism to life satisfaction (β = -0.122, 95% CI [-0.222; -0.022], p < 0.05). We also found significant differences in depressive symptoms and life satisfaction by gender and birth order. Conclusion: The coexistence of both adaptive and maladaptive aspects of perfectionism provides researchers with a foundation to further investigate the relationship between perfectionism and other mental health issues. Additionally, it extends the data available for mental health practitioners to develop treatment plans for patients and clients who have experienced childhood adversities.

Nomophobia is rising among high school students, especially in light of the Covid-19 pandemic, such as social distancing, long-term online learning, and lack of social support. Many studies have also shown that students with high levels of nomophobia have a higher risk of stress. However, very few researchers are interested in studying loneliness as a mediation factor for the relationship between nomophobia and stress. This study investigated whether the loneliness factor is a mediator in the relationship between nomophobia and stress in Vietnamese high school students. Participants include 556 Vietnamese high school students. Participants completed the Nomophobia Scale, Depression Anxiety Stress Scales 21, The UCLA loneliness scale version 3. In this research, to test variable relationships, the mediation analyzing method by the PROCESS macro 3.5 will be applied. The research concludes that for Vietnam high school students, the mediating role of loneliness was identified in the relationship between nomophobia and stress. It is a suggestion through this research that nomophobia preventive and mitigating measures should reduce loneliness in students.

Teachers head up their students to the bright future, their role is indispensable, especially in the 21st century, which expects them to be energetic and flexible to apply knowledge to the daily life and carrier task. Examining the perception on 21st century skills teaching of pedagogy teacher-to-be undergraduates - plays a vital role in identifying deficits in teachers' professional development; as well as organizing training programs to enhance their knowledge and skills. To the best of our knowledge, no study to date has examined pedagogy undergraduates' perception in Vietnam. This study aimed at examining Vietnamese undergraduates' perception on teaching the 21st century skills. Our cross-sectional study used the 21st Century Skills Teaching Scale. Descriptive analysis and ANOVA were performed in this research. The results showed that: (1) Vietnamese pedagogy students had a high level of perception on teaching the 21st century skills; (2) there was no gender difference in their perception; and (3) there was no significant difference in their perception regard to their school years and (4) there was significant difference between those having joined soft skill courses at their university and those having not joined anyone.

The English language is one of the international languages used for communication and learning worldwide. In Vietnam, English is taught as a second language in schools from elementary to advanced levels. In learning a certain foreign language, the autonomy of learners has become a vital subject for the past 30 years. This research surveys the autonomy of non-language-major-students in learning English in Ho Chi Minh City University of Education. The quantitative research method uses descriptive statistics and T-test. A group of 258 students (61 males and 197 females) took part in answering two questionnaires on learners' autonomy in learning English and the roles of lecturers and students in developing learner-autonomy in learning English. The results showed that the students were not familiar with the term learning autonomy. However, students were aware that they played a fundamental role in improving this ability. They also believed that the lecturers determined their English learning process. Thence, we propose solutions for the non-language-majors to improve their autonomy in learning English.

Using information technology in training and fostering teachers is one of the directions of fundamental and comprehensive reform in general education in Vietnam. Experience from Taiwan in training and fostering teachers is considered as a lesson in implementing the new generation education program. It is necessary to establish the key centers for training and fostering teachers in upcoming time. Information technology and communication make a signigicant contribution to the success of training and fostering teachers. That leading teacher training institutions in Vietnam has been equipped with technique and assistance in program development, training lessons helps to ensure the fact that Vietnam can learn from experience from Taiwan in developing training materials, implementing teacher traning thanks to information technology and communication

The article discusses the correlation of the social emotional learning (SEL) components perceived by secondary school students in Ho Chi Minh City, Vietnam. The study results show that there is a close correlation among SEL components. Based on the findings, it is implied that the development of SEL competences for secondary school students is an integrated process requiring interactions among different components of the SEL model and forming the model itself via the changes of each component. Moreover, when one component is affected, the influence does not merely happen on that specific component, yet on the entire SEL model as it was a case for the participating secondary school students in this study.

The relation between gender problems and the need for gender counseling of high school students is an unidentified issue which should be paid more attention in Vietnam. This study is performed to verify the hypothesis that whether there is no connection between gender problems and gender counseling's need for Vietnamese high school students. The survey on 1,200 high-school students in Vietnam, from grade 6 to grade 12, shows that the average point of gender problems is 2.39 equivalent to under average. Different school levels result in different gender problems. The average point of students' need for gender counseling is 2.86 equivalent to optional. Differences in gender and school levels results in differences in the needs of gender counseling. There is a close connection between gender problems and gender counseling's need for Vietnamese high school students. This data proves that the more gender problems the students face, there is a higher need for gender counseling.

Teachers are the primary deliverers of Social-Emotional Learning (SEL) program, and therefore their beliefs, attitudes, and support towards SEL influence the adoption, sustainability, and impacts of this program. The aim of the present research is to measure the perception of social emotional learning education among Vietnamese primary school teachers. A group of 250 Vietnamese primary school teachers (142 males and 108 females) participated in the survey. They completed the Teachers' Perceptions of Social Emotional Learning scale (TPSEL). The scale included four subscales which are the Teachers' perceived level of the necessity of SEL education in primary schools (TPN), the Teachers' perceived level of the importance of SEL education in primary schools (TPI), the Teachers' perceived level of concern about SEL education in primary schools (TPC), and the Barriers to the Implementation of SEL Programs (BISEL). Results showed significant differences in BISEL among the teachers with different years of teaching experience. Moreover, various educational backgrounds affected TPN and BISEL considerably. The interation effect on TPN and BISEL was found. The results suggested that regardless of the differences in educational backgrounds and years of experience, the teachers were all aware of the necessity as well as the challenges when implementing SEL in classrooms in primary schools.