The impact of academic stress and academic motivation on learner autonomy among Vietnamese lower secondary students

The dataset was designed to examine how academic stress, academic motivation, family-related factors, and school-related autonomy support are associated with three dimensions of learner autonomy: voice, choice, and ownership. The questionnaire includes demographic variables such as gender, grade level, school type, and academic performance, together with observed indicators measured on a five-point Likert scale.

The main constructs include academic pressure/stress (AP1–AP3), academic motivation (AM1–AM3), family factors related to parental expectations and conditional regard (F1–F3), school autonomy support (S1–S3), student voice (V1–V3), student choice (C1–C4), and student ownership (O1–O4). Composite scores for the constructs are also included in the dataset. The data were used for partial least squares structural equation modeling (PLS-SEM) to assess the measurement model, structural relationships, explanatory power, and predictive relevance of the proposed model.