FACTORS INFLUENCING PSYCHOLOGICAL DIFFICULTIES IN CREDIT-BASED LEARNING AMONG UNIVERSITY STUDENTS IN HANOI, VIETNAM: A CASE STUDY AT HANOI LAW UNIVERSITY

Abstract

This study investigates both subjective factors such as learning motivation, learning awareness, and study methods and objective factors including curriculum design and course organization, academic requirements, the role of lecturers and academic advisors, and learning facilities and how they impact students’ psychological difficulties in credit-based learning. The findings reveal that both subjective and objective factors significantly predict the level of psychological difficulties students experience in credit-based learning. Among subjective factors, learning awareness emerged as the most influential, explaining 22.3% of the variance. Among objective factors, learning facilities and infrastructure showed the highest predictive power, accounting for 18.6%. Based on these findings, the study recommends that higher education institutions prioritize investment in modern facilities and infrastructure, ensure academic staff are actively involved in guiding and supporting students throughout their learning process, and encourage students to proactively develop appropriate study methods and soft skills to adapt effectively to credit-based learning.