University students’ well-being becomes a social concern in Vietnam, due to high stress from family, school, peer pressure. However, previous studies in Vietnamese context discussed distress, anxiety and stress with limited resources about student life satisfaction or well-being (Thang et al., 2022). From attachment theory (Bowlby, 1969) and sociometer theoy (Leary, 2004), it was anticipated that attachment style, self-esteem predicted psychological outcomes including well-being. Therefore, this study investigated the possible relationship among three variables of well-being, peer attachment, and self-esteem among Vietnamese university students. Participants were 87 university students aged 18 upward from a University in Hanoi, the capital of Vietnam. Students are in English Department, Hanoi University. These students are mixed in genders and classes. They took part in an online survey with closed questions selected from robust questionnaires in psychological test resources. The Adolescent Friendship Attachment Scale (AFAS), Rosenberg Self-Esteem Scale (RSES) and Warwick-Edinburgh Mental Well-Being Scale (WEMWS) were selected to constitue the survey for their reliability and appropriateness in administering. The results shows that there was a significant correlation between secure peer attachment styles and well-being, and between self-esteem and well-being. Anxious peer attachment style was moderately and negatively correlated with self-esteem. Therefore, it is important for future researchers to study the elements constructing the well-being of students. It is also interesting to study the mediating role of peer attachment and gender differences influences on the quality of student well-being in a larger scale.

Authors:
Thi Thanh Thanh Pham, Sheffield Hallam University, United Kingdom

About the Presenter(s)
Ms Thi Thanh Thanh Pham is a University Postgraduate Student at Sheffield Hallam University in United Kingdom

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