The impact of academic stress and academic motivation on learner autonomy among Vietnamese lower secondary students
Description
This dataset contains anonymized survey data collected from 1,489 lower secondary students in Hanoi, Vietnam. The dataset was designed to examine how academic stress, academic motivation, family-related factors, and school-related autonomy support are associated with three dimensions of learner autonomy: voice, choice, and ownership. The questionnaire includes demographic variables such as gender, grade level, school type, and academic performance, together with observed indicators measured on a five-point Likert scale. The main constructs include academic pressure/stress (AP1–AP3), academic motivation (AM1–AM3), family factors related to parental expectations and conditional regard (F1–F3), school autonomy support (S1–S3), student voice (V1–V3), student choice (C1–C4), and student ownership (O1–O4). Composite scores for the constructs are also included in the dataset. The data were used for partial least squares structural equation modeling (PLS-SEM) to assess the measurement model, structural relationships, explanatory power, and predictive relevance of the proposed model. All responses were anonymized, and no personally identifiable information was collected. The dataset may be useful for researchers interested in learner autonomy, academic stress, motivation, parental expectations, school autonomy support, adolescent learning, and education reform in high-pressure schooling contexts.
Files
Steps to reproduce
The dataset was generated through a cross-sectional questionnaire survey conducted with lower secondary school students in Hanoi, Vietnam. Before data collection, the research team obtained formal permission from the principals or vice principals of the participating schools. School leaders organized a professional meeting with relevant teachers and homeroom teachers to explain the purpose of the study, the survey procedures, and ethical requirements for research involving minors. Homeroom teachers then introduced the study to students using age-appropriate language and explained the voluntary nature of participation, confidentiality, and the right to withdraw. Data were collected from students in Grades 6–9 between January and June 2025. Participation was limited to students whose parents or legal guardians had provided informed consent and who themselves gave assent to participate. The questionnaire did not collect personally identifiable information. All responses were anonymized and used only for academic research purposes. The questionnaire measured academic pressure/stress, academic motivation, family-related factors, school autonomy support, and three dimensions of learner autonomy: student voice, student choice, and student ownership. All observed items were measured using a five-point Likert scale ranging from 1 = strongly disagree to 5 = strongly agree. Demographic variables included gender and grade level. To reproduce the analysis, import the dataset into SPSS, SmartPLS, R, or another statistical software package. First, screen the dataset for missing values, invalid responses, and coding errors. Then compute descriptive statistics for demographic variables and observed indicators. For the measurement model, assess outer loadings, Cronbach’s alpha, composite reliability, rho_A, average variance extracted, the Fornell–Larcker criterion, and the heterotrait–monotrait ratio. For the structural model, use partial least squares structural equation modeling with bootstrapping, preferably with 5,000 resamples, to estimate path coefficients and significance levels. Report R², adjusted R², f² effect sizes, model fit indices such as SRMR and NFI, and Stone–Geisser’s Q² values to evaluate predictive relevance.