LEARNING COMMITMENT AND ACADEMIC DEVIANCE AMONG SOCIAL WORK  STUDENTS: EVIDENCE FROM A VIETNAMESE UNIVERSITY

Ngo Thi Trang

Ngo Thi Trang	trang.nt@thanglong.edu.vn	Institute of Cognitive and Education Studies, Thang Long University Nghiem Xuan Yem street, Dinh Cong ward, Hanoi, Vietnam

Summary:

This study aims to analyze the current status of academic deviant behaviors and examine the relationship between learning commitment and these behaviors among Social Work students at Thang Long University. The study provides empirical evidence in the context of higher education in Vietnam, where the relationships among learning commitment, academic deviant behaviors, and mental health have not been fully clarified. A mixed-method approach was used, with data collected from 93 students through structured questionnaires and in depth interviews with selected participants. The data was analyzed using descriptive statistics and correlation analysis to identify the levels and relationships among the research variables. The results indicate that academic deviant behaviors are relatively common, particularly engaging in non-academic activities during class and arriving late. Students’ learning commitment was found to be at a moderate level and showed a statistically significant negative relationship with academic deviant behaviors. In addition, mental health was found to be associated with an increase in these behaviors. The findings provide a scientific basis for educational managers and lecturers to propose appropriate solutions to enhance students’ commitment to learning and reduce academic deviant behaviors.

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Keywords:

Learning commitment

academic deviant behaviors

Social Work students

mental health

higher education.

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Journal:

No. 8, August 2026

VIETNAM JOURNAL OF EDUCATIONAL SCIENCES

THE VIETNAM NATIONAL INSTITUTE OF EDUCATIONAL SCIENCES

LEARNING COMMITMENT AND ACADEMIC DEVIANCE AMONG SOCIAL WORK STUDENTS: EVIDENCE FROM A VIETNAMESE UNIVERSITY