Year: 2026 | Month: January-March | Volume: 10 | Issue: 1 | Pages: 65-74
DOI: https://doi.org/10.52403/gijash.20260110
Parental and Teacher Involvement in the University Transition: Psychological Adjustment as a Mediating Pathway to Academic Success Among First-Year Students at Dongthap University, Vietnam
Pham The Hung1, Nguyen Thanh Thuy2
1,2Faculty of Political Education and Educational Management, Dong Thap University, Vietnam
Corresponding Author: Pham The Hung
ABSTRACT
The transition from secondary education to university constitutes a pivotal developmental stage for adolescents, marked by heightened psychological vulnerability and academic demands. This study investigates how college freshmen adolescents’ perceptions of parental and teacher involvement are associated with their psychological and academic adjustment within the Vietnamese higher education context. Employing a cross-sectional correlational design, data were collected from 682 first-year students at Dong Thap university using standardized and culturally adapted instruments measuring perceived parental involvement, teacher involvement, psychological adjustment (stress regulation, self-esteem, and sense of belonging), and academic adjustment (academic self-efficacy, engagement, and grade point average). Structural equation modeling revealed that both parental and teacher involvement significantly predicted psychological adjustment, which in turn exerted a strong positive effect on academic adjustment. Psychological adjustment partially mediated the relationship between social involvement and academic outcomes. The findings underscore the central role of perceived relational support in facilitating adaptive adjustment during the first year of university and provide culturally grounded implications for student support policies and instructional practices in Vietnamese higher education.
Keywords: Parental involvement, teacher involvement, psychological adjustment, academic adjustment; college freshmen, adolescents, Vietnam, higher education.
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