Abstract
Introduction. Global higher education research increasingly underscores the necessity of comprehending the mechanisms that enable effective transfers to university. The aim of study is to examines learning indicators among Vietnamese freshmen, specifically analyzing demographic and how teacher confirmation impacts outcomes across different levels of self-esteem.
Methods. A descriptive research design was employed, involving a sample of 418 first-year students within their first three months at Tra Vinh University (Vietnam). Data collection utilized validated instruments to assess learning indicators, teacher confirmation, self-esteem, and demographic variables. Analyses included independent t-tests, one-way ANOVA, and simple regression analysis.
Results. Significant differences in learning indicators were observed across demographic variables, including ethnicity, classroom leadership roles, and high school academic performance (p < .05). No significant differences emerged between male and female students (p > .05). Teacher confirmation significantly predicted learning indicators for freshmen with low (R2 = .210, p < .01) and moderate (R2 = .241, p < .01) self-esteem, but not for those with high self-esteem (R2 = .109, p > .05).
Discussion. Khmer ethnic minority students achieved significantly higher learning indicator scores than their Kinh (majority) peers, indicating a positive trend. Engagement in leadership activities fosters essential skills relevant to learning indicators. Furthermore, students with low or moderate self-esteem are more responsive to affirming instructor behaviors, which contributes to improved learning indicators.
Conclusion. Learning indicators of Vietnamese freshmen are closely linked to student demographics, and teacher confirmation contributes to improvements in learning indicators across self-esteem levels. The results emphasize the role of teacher confirmation in fostering learning engagement among freshmen with lower self-esteem as a strategy to support students’ academic adjustment during the initial phase of their university experience.
Keywords
freshmen, learning indicators, self-esteem, teacher confirmation, Vietnam
For Citation
Thuy, N. T., Son, P. M., & Yen, N. T. H. (2026). Learning Indicators among Vietnamese Freshmen: Demographic Disparities and the Role of Teacher Confirmation across Self-Esteem Level. Perspektivy nauki i obrazovania = Perspectives of Science and Education, (5), 778–788. https://doi.org/10.32744/pse.2026.5.50
Authors
Nguyen Thi Thuy (Tra Vinh, Vietnam) — PhD, Vice-Dean of the School of Basic Science. Tra Vinh University. E-mail: nguyenthuy@tvu.edu.vn
Pham Minh Son [Corresponding Author] (Hanoi, Vietnam) — PhD, Associate Professor, Rector. Academy of Journalism and Communication. Ho Chi Minh National Political Academy. E-mail: sonloanthu@yahoo.com
Nguyen Thi Hoang Yen (Tra Vinh, Vietnam) — MA, Vice Director Upswing. Center for Child’s Skill Development. Tra Vinh University. E-mail: nthyen@tvu.edu.vn
© Nguyen Thi Thuy, Pham Minh Son, Nguyen Thi Hoang Yen, 2026
The authors declared no conflicts of interest
Received: 30 April 2026 | Approved: 25 July 2026 | Published: 31 October 2026
This is an open access article distributed under a Creative Commons Attribution-ShareAlike International License (CC-BY-SA 4.0) that allows others to share the work with an acknowledgement of the work’s authorship and initial publication in this journal
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