The Impact of Learning Strategies on Psychological Well-being and Academic Performance among University Students: A Case Study at Hanoi Metropolitan University, Vietnam

Abstract

This study investigates the impact of learning strategies on the psychological well-being and
academic performance of university students at Hanoi Metropolitan University, Vietnam.
Utilizing a mixed-methods approach, the research combines quantitative data from a cross-sectional survey and qualitative insights from semi-structured interviews. The findings reveal
that students who frequently employ cognitive strategies, such as elaboration and organization,
and metacognitive strategies, including self-monitoring and goal-setting, report lower levels of
stress, anxiety, and depression, and achieve higher academic performance. Quantitative results
show a significant difference in GPA between high and low users of these strategies, with a
notable reduction in psychological distress among frequent users. Qualitative data further
support these findings, highlighting the benefits of strategic learning in managing academic
stress and enhancing academic outcomes. The study suggests that educational institutions
should integrate training on these strategies into their curricula to improve both student wellbeing and academic success.