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Tóm tắt

Social-emotional competence plays an important role in the holistic development of lower secondary school students; however, empirical evidence on the factors influencing this competence in the Vietnamese educational context remains limited. This study aims to identify the factors affecting the social-emotional competence of lower secondary school students. The study surveyed 296 participants, including school administrators, teachers, and parents of lower secondary school students. Data were analyzed using descriptive statistics, Exploratory Factor Analysis (EFA), and multiple regression analysis. The findings identified eight significant groups of influencing factors classified into subjective and objective categories. Among these, subjective factors exerted stronger effects than objective factors, with students’ psychological characteristics and personal experiences emerging as the strongest predictors of social-emotional competence. The school environment also demonstrated considerable influence, whereas family, peers, and media had moderate effects. The regression model explained 50.6% of the variance in students’ social-emotional competence (Adjusted R² = 0.506). The findings highlight the central role of student-related factors in the development of social-emotional competence and provide empirical evidence for designing school-based interventions to support lower secondary school students.