Abstract Introduction Mental health is a key part of students’ academic and social development. Social support from family, peers, and teachers can improve students’ psychological resources such as selfesteem and mastery, which may lead to higher life satisfaction and fewer emotional or behavioral problems. However, evidence in school contexts remains limited. Aims This study aimed to examine the relationships between social support, selfesteem, mastery, life satisfaction, and internalizing and externalizing problems in secondary school students. It also tested whether selfesteem and mastery mediated the link between social support and these outcomes. Methods A quantitative, crosssectional design was used with 375 middle and high school students in Hanoi, Vietnam. Participants completed standardized questionnaires measuring social support, selfesteem, mastery, life satisfaction, and internalizing and externalizing behaviors. Data were analyzed using SPSS for descriptive statistics and correlations, and SmartPLS for partial least squares structural equation modeling. Results Social support was positively associated with selfesteem, mastery, and life satisfaction, and negatively associated with internalizing and externalizing problems. Selfesteem significantly mediated the relationship between social support and life satisfaction, as well as the relationship between social support and internalizing and externalizing problems. Mastery showed negative direct effects on internalizing and externalizing problems but did not mediate the link between social support and life satisfaction. Conclusion These findings highlight the important role of social support in promoting psychological resources and wellbeing among students. Strengthening supportive networks and fostering selfesteem can help schools and families improve students’ emotional adjustment, reduce problem behaviors, and support healthy development.
Thi et al. (Mon,) studied this question.