This cross-sectional study examined the prevalence, forms, motivations, and associated factors of non-suicidal self-injury (NSSI) among 747 high school students (grades 10–12) in Hue City, Vietnam, using an anonymous online survey. NSSI was assessed via the Functional Assessment of Self-Mutilation (FASM), alongside standardized measures for academic stress, self-esteem, social media addiction, and sleep quality. Overall, 46.7% of students reported past-12-month self-harm; pure NSSI accounted for 26.1% (95% CI: 23.1%–29.4%), while 8.4% reported suicidal intent. Most students with pure NSSI utilized multiple methods, dominantly wound picking, self-biting, and intentional hitting; skin cutting was uncommon (8.7%). Median age of onset was 14 years, with high impulsivity. Automatic negative reinforcement (emotion regulation) drove behaviors, while attention-seeking motives were minimal. Pure NSSI was significantly associated with female gender, poor sleep quality, high academic stress, social media addiction, bedtime procrastination, and low self-esteem. School-based interventions should prioritize emotional regulation, digital hygiene, and sleep optimization.

Background: In lower-middle-income countries, home-based care provided by primary caregivers is critical to the survival and quality of life of children with cancer. Limited caregiver health literacy contributes to preventable complications, treatment abandonment, and poorer clinical outcomes.

Objective: To evaluate baseline knowledge among primary caregivers of children with cancer and determine the effectiveness of a structured nursing-led educational intervention at a tertiary referral hospital in Central Vietnam.

Methods: A prospective pre–post intervention study was conducted among 80 primary caregivers at the Pediatric Center, Hue Central Hospital (January–December 2025). The intervention combined individualized nursing counseling with the standardized Childhood Cancer Care Handbook, available in print and via QR code. Caregiver knowledge was assessed before and at least one month after the intervention using a structured questionnaire covering five domains: general cancer knowledge, side-effect management, infection prevention, home monitoring and warning signs, and cultural misconceptions.

Results: Most caregivers were mothers (66.3%), female (75.0%), and from rural areas (75.0%). Baseline knowledge was lowest for general cancer concepts (61.6 ± 26.5%) and cultural misconceptions (34.5 ± 39.9%), with poor recognition of eye changes (31.2%) and bone pain/limb swelling (51.2%) as warning signs. Following the intervention, significant improvements were observed in general cancer knowledge (90.1 ± 14.7%), side-effect management (96.4 ± 7.7%), infection prevention (99.8 ± 1.9%), and misconception rejection (54.1 ± 41.7%) (all p < 0.05). Home-monitoring knowledge remained high and showed no significant change (92.6 ± 15.2% vs. 95.1 ± 10.1%, p > 0.05). Although educational level influenced baseline knowledge (p < 0.05), these differences were no longer significant after the intervention.

Conclusions: A standardized, nursing-led educational program substantially improved caregiver health literacy and reduced knowledge disparities across educational backgrounds. Structured, culturally appropriate education should be integrated into pediatric oncology care to strengthen home-based management and reduce healthcare inequities in resource-limited settings.

Mục tiêu: Mô tả đặc điểm dịch tễ, khảo sát các chỉ số xét nghiệm huyết học, sinh hóa lúc nhập viện và phân tích mối liên quan của các chỉ số này với tình trạng giảm tiểu cầu ở bệnh nhân sốt xuất huyết Dengue (SXHD).

Đối tượng và phương pháp: Nghiên cứu mô tả cắt ngang có phân tích trên 212 bệnh nhân SXHD nội trú tại Bệnh viện Đại học Y Tân Tạo từ tháng 9 năm 2025 đến tháng 01 năm 2026. Phân loại chỉ số xét nghiệm tuân thủ chặt chẽ theo tham chiếu sinh lý của Bệnh viện và Hướng dẫn của Bộ Y tế. Mối liên quan được phân tích qua tỷ suất chênh (POR) với khoảng tin cậy (KTC) 95% và kiểm định Fisher chính xác; phân tích đa biến bằng hồi quy logistic nhị phân.

Kết quả: Nhóm tuổi trên 30 chiếm 48,1%; nam giới chiếm 56,6%. Bạch cầu giảm dưới 4,0 G/L chiếm 37,7%; giảm tiểu cầu chiếm 32,5%; AST tăng chiếm 63,7% và ALT tăng chiếm 52,8%; không ghi nhận trường hợp cô đặc máu. Sau hiệu chỉnh đồng thời 6 yếu tố, giảm bạch cầu (AOR=5,26; KTC 95%: 2,67–10,39; p<0,001) và AST tăng (AOR=5,91; KTC 95%: 2,31–15,16; p<0,001) vẫn là các yếu tố liên quan độc lập với giảm tiểu cầu. ALT tăng không còn có ý nghĩa thống kê (AOR=0,82; KTC 95%: 0,38–1,78; p=0,617).

Kết luận: Giảm bạch cầu và tăng AST cần được đánh giá đồng bộ ngay từ thời điểm nhập viện để nhận diện bệnh nhân có nguy cơ giảm tiểu cầu (< 100 G/L), giúp tiên lượng sớm nhóm nguy cơ cao.

This original paper is a research into the impact of digital content marketing on online purchasing behavior of University students in Ho Chi Minh City. An empirical study was designed to test the effect of content marketing on e-commerce platform (Shopee, TikTok, and Lazada) on participants’ online purchasing intention via the mediating effect of perceived technological innovativeness and perceived value. A valid sample of 265 respondents was analyzed by SPSS. PLS-SEM was used to examine the direct and indirect relationships. As a result, all six hypotheses were supported, confirming the positive impact of marketing content and the two mediators. The finding sheds light on the underexplored aspects in existing literature of online shopping behavior by confirming the impact of newness and innovativeness of online platforms as well as the effect of content marketing in information fulfilment. Current paper contributes to both theory and practice, giving managerial implication for e-commerce digital marketing industry.

Management accounting system has positive support in providing information for decision-makers. Based on Upper Echelons Theory, this study examines the impact of top managers’ characteristics (age, education background, and risk-taking propensity) on the choice of prospector strategy, the use of management accounting system information, and financial performance. Partial Least Squares Structural Equation Modelling (PLS-SEM) was used to test the hypotheses. The analysis was based on a sample of 218 medium and large manufacturing enterprises in Vietnam and showed that all hypotheses were statistically significant, except for the effects of managers’ age and risk-taking propensity on financial performance. This study extends the application of upper echelons theory to the field of management accounting and demonstrates that aligning top managers’ characteristics, organizational strategies, and the use of management accounting system information can improve organizations’ financial performance.

Stablecoins đang nổi lên như một dạng tiền số tư nhân ngày càng gắn kết với hệ thống tài chính truyền thống, trong khi văn liệu hiện có vẫn phân tán giữa các tiếp cận về rủi ro rút tiền, trung gian tài chính và quản lý. Nghiên cứu này phát triển một khung phân tích định tính đa tầng theo tiếp cận thể chế nhằm hệ thống hóa các cơ chế lan tỏa của stablecoins bảo chứng bằng tiền pháp định. Khung phân tích kết nối ba cấp độ – hành vi người nắm giữ, bảng cân đối nhà phát hành và liên thông hệ thống – với bốn kênh: Thay thế tiền gửi ngân hàng, liên thông thị trường tiền tệ, cạnh tranh hạ tầng thanh toán và truyền dẫn rủi ro hệ thống. Nghiên cứu cho thấy mức độ mong manh của stablecoins phụ thuộc đồng thời vào chất lượng dự trữ, cơ chế quy đổi, niềm tin thị trường và mức độ neo thể chế[cite: 6]. Bài viết dùng thuật ngữ “ngân hàng hẹp trong bóng tối” (shadow narrow bank) như một lăng kính tổng hợp, không phải loại hình định chế pháp lý mới, mô tả cấu trúc lai ghép giữa dự trữ tương đối an toàn và nghĩa vụ có thể bị rút nhanh nhưng không hưởng đầy đủ lưới an toàn công[cite: 6]. Kết quả hàm ý stablecoins có thể thúc đẩy đổi mới thanh toán, song khi đạt quy mô lớn và liên thông sâu với thị trường tiền tệ, chúng có thể khuếch đại căng thẳng thanh khoản[cite: 6]. Nghiên cứu đề xuất nguyên tắc quản lý dựa trên rủi ro và nhấn mạnh giám sát đô la hóa số, dòng vốn xuyên biên giới tại các nền kinh tế mới nổi[cite: 6].

Nghiên cứu kiểm định tác động phi tuyến của sự phát triển fintech đến tỷ suất lợi nhuận trên vốn chủ sở hữu (ROE) của các ngân hàng thương mại Việt Nam giai đoạn 2010–2023. Sử dụng mô hình hồi quy bậc hai ước lượng bằng FGLS trên dữ liệu bảng của 27 ngân hàng, nghiên cứu phát hiện mối quan hệ U-shape có ý nghĩa thống kê cao, được xác nhận đầy đủ theo kiểm định Lind–Mehlum và kiểm định độ vững qua Driscoll–Kraay Fixed Effects, First Difference và kiểm soát xu hướng thời gian. Kết quả cho thấy tác động biên của fintech lên ROE là âm trong giai đoạn hệ sinh thái còn non trẻ, sau đó đảo chiều thành dương sau khi vượt qua một ngưỡng turning point ước tính khoảng 55 công ty fintech (95% CI: [42,5; 72,1]), tương ứng giai đoạn 2013–2014. Điều này cho thấy cơ chế thay thế cạnh tranh và cơ chế bổ trợ số hóa không đồng thời chiếm ưu thế mà chuyển đổi theo giai đoạn phát triển của hệ sinh thái. Với hệ sinh thái fintech Việt Nam hiện đã vượt xa ngưỡng chuyển đổi, chính sách thúc đẩy fintech trong giai đoạn hiện tại có tác động đồng chiều với hiệu quả hệ thống ngân hàng.

Although grammar is an important part of English learning in Vietnamese upper-secondary schools, grammar instruction is still largely teacher-centered and exam-oriented. This paper reports on the impacts of using Problem-Based Learning (PBL) to teach grammar to Grade 11 students, as well as their perceptions of learning grammar through PBL. A quasi-experimental pre-test–post-test design was used with two intact Grade 11 classes (N = 90) at Nguyen Thuong Hien High School in Ho Chi Minh City. The intervention lasted eight weeks. Quantitative data were collected through 25-item grammar tests administered before and after the intervention and a 12-item perception questionnaire administered to the experimental group. Qualitative data were obtained from semi-structured interviews with eight experimental-group students. The results showed that both groups improved, but the experimental group demonstrated substantially greater gains[cite: 8]. Its post-test mean was 8.705 compared with 7.674 for the control group, and the difference in gain scores was statistically significant, t(88) = −6.169, p < 0.001, with a large effect size (Cohen’s d = 1.30)[cite: 8]. Questionnaire responses were generally positive, with all 12 items receiving high mean ratings (3.75–4.11)[cite: 8]. The interview results further showed perceived benefits in grammar understanding, application, retention, confidence, motivation, and collaboration[cite: 8]. However, students also reported problems related to task difficulty, time management, unequal participation, and the need for teacher explanation and practice[cite: 8]. The findings suggest that PBL can support grammar learning in a Vietnamese English as a Foreign Language (EFL) context when combined with appropriate teacher support and practice[cite: 8].

This study investigates the effect of Task-Based Learning (TBL) on Grade 11 students’ grammar competence and engagement at Phong Phu High School in Ho Chi Minh City. Grounded in Communicative Language Teaching (CLT), this study employed a quantitative quasi-experimental design supplemented by questionnaire and structured classroom observation data. The quasi-experimental component involved two intact classes: an experimental group (n = 34) receiving task-based grammar instruction and a control group (n = 36) receiving conventional, textbook-based instruction. Grammar competence was assessed through pre- and post-tests, while students’ perceptions and engagement were examined through a six-item effectiveness scale, a six-item engagement scale, and eight-week classroom observations. Because the test scores were non-normally distributed, Mann–Whitney U and Wilcoxon signed-rank tests were used. The groups were comparable at pre-test (U = 480.50, Z = −1.558, p = 0.119). Although both groups showed significant improvement from pre-test to post-test, the experimental group demonstrated significantly greater gains[cite: 9]. A Mann–Whitney U test of individual change scores (post-test – pre-test) revealed a significantly larger median gain for the experimental group (Md = 0.70, IQR = 0.48) than for the control group (Md = 0.30, IQR = 0.20), U = 114.50, Z = −5.89, p < 0.001, with a large effect size (r = 0.70)[cite: 9]. These findings indicate that task-based grammar instruction was associated with greater improvement in students’ grammar performance than conventional instruction[cite: 9]. Questionnaire results showed highly positive perceptions of TBL, while data from classroom observations descriptively indicated positive trends in participation, collaboration, attention, and confidence[cite: 9]. These preliminary findings suggest that TBL can serve as a supportive, learner-centred approach to grammar instruction in Vietnamese upper-secondary EFL classrooms[cite: 9].

This study investigates the impact of explicit morphological instruction (EMI) of affixes on Vietnamese EFL students’ ability to infer word meaning and identify word class while reading. A quasi-experimental design was employed with 60 students (aged 14–17, B1 level) at a private English center, divided into an experimental group (n = 30) and a control group (n = 30). Both groups completed a pre-test and post-test measuring word-meaning inference and word-class identification; the experimental group received six weeks of EMI targeting prefixes and suffixes, while the control group followed traditional instruction (rote memorization and textbook-based instruction). A 17-item Likert-scale questionnaire (Cronbach’s α = 0.70–0.87) and a classroom observation checklist provided supplementary evidence. Results showed no baseline difference between groups (p > 0.05), but after the intervention the experimental group significantly outperformed the control group in both inferring word meaning (M = 3.58 vs. M = 2.19, t(58) = 7.20, p < 0.001) and identifying word class (M = 4.42 vs. M = 3.54, t(58) = 4.89, p < 0.001). Questionnaire results further indicated strongly positive student perceptions of morphological awareness across cognitive, affective, and behavior dimensions. The findings support explicit affix instruction as an effective strategy for improving vocabulary inferencing and reading comprehension among Vietnamese EFL learners in private-center settings[cite: 10].

Biomedical text accessibility is often evaluated through readability formulas, although audience adaptation may involve changes across multiple linguistic dimensions. This study analyzed the Persona-Guided Controllable Biomedical Summarization (PERCS) corpus, an expert-curated, GPT-4-assisted resource in which persona-specific drafts were reviewed and revised by physicians. Following corpus-integrity screening, the analytic dataset comprised 1,984 English-language summaries derived from 496 biomedical source abstracts, with matched versions for laypersons, premedical students, non-medical researchers, and medical experts. Linear mixed-effects models accounted for the repeated-source structure and tested categorical audience differences, ordered trends, and nonlinear trajectories[cite: 11]. Twelve theory-driven linguistic features were examined, with Flesch Reading Ease and Flesch–Kincaid Grade Level used as conventional readability baselines[cite: 11]. All 12 linguistic features showed significant overall audience effects after false-discovery-rate correction[cite: 11]. Information-packaging measures showed the clearest expertise-related progression, whereas several grammatical and cohesive features followed nonlinear or non-monotonic trajectories[cite: 11]. Differences between the premedical and non-medical researcher conditions were consistently smaller than those involving the layperson or medical-expert endpoints[cite: 11]. In a source-separated held-out evaluation, combining readability with the 12 linguistic features increased macro-F₁ from 0.610 to 0.677 and reduced multiclass log loss from 0.804 to 0.664 relative to readability alone[cite: 11]. The advantage remained under length-controlled sensitivity analyses[cite: 11]. These findings indicate that audience-conditioned biomedical rewriting in PERCS is distributed across multiple linguistic domains and is uneven rather than reducible to a single readability gradient[cite: 11]. Because PERCS is a controlled, persona-conditioned corpus, the observed linguistic profiles should not be interpreted as evidence of actual reader comprehension or as equivalent to naturally occurring human audience accommodation[cite: 11].

This study re-examined IELTS Writing Task 2 band-level differences from a multidimensional learner-corpus perspective. Rather than assuming that higher bands can be explained by longer essays, difficult vocabulary, cohesive devices, or sentence complexity, it tested the extent to which selected textual features differentiated essays across Bands 5–8. The final analytic corpus contained 1,912 unique publicly available IELTS Writing Task 2 essays across four human-sourced approximate band groups after exact duplicate screening. Basic text-production features were calculated in Python, while lexical diversity, lexical sophistication, syntactic complexity, and cohesion indices were extracted using TAALED, TAALES, TAASSC, and TAACO[cite: 12]. Descriptive statistics, Kruskal–Wallis tests, false discovery rate correction, Holm-adjusted pairwise comparisons, sensitivity analysis, and effect sizes were used to profile band-level variation[cite: 12]. The results showed statistically detectable but substantively modest differences[cite: 12]. Higher-band essays tended to show greater connector use, higher lexical sophistication, more academic vocabulary, and lower adjacent overlap, while essay length showed only a weak and sensitivity-dependent contrast[cite: 12]. Syntactic-complexity indices were weak separators, and no single feature provided a strong band marker within the reliability limits of the approximate band labels[cite: 12]. The study therefore characterizes band-level variation in IELTS Writing Task 2 as an uneven multidimensional textual profile rather than a single-feature pattern, offering evidence against formulaic IELTS pedagogy based on word count, rare vocabulary, mechanical connector insertion, or sentence-length expansion[cite: 12].