SOCIAL INTEGRATION IN THE REAL AND DIGITAL WORLDS OF VIETNAMESE ADOLESCENTS: ADAPTATION AND PSYCHOMETRIC VALIDATION OF THE REAL AND ELECTRONIC COMMUNICATION SKILLS (RECS) QUESTIONNAIRE

Abstract

The landscape of adolescent social interaction has been profoundly altered by the proliferation of computer-mediated communication (CMC). However, measurement tools often fail to differentiate between social competencies in online and offline environments, particularly within non-Western cultural contexts. This study aimed to adapt and psychometrically validate the Real and Electronic Communication Skills (RECS) Questionnaire for a Vietnamese adolescent population (V-RECS). The validation process included translation and cultural adaptation, exploratory factor analysis (EFA), and confirmatory factor analysis (CFA). CFA results indicated that the best-fitting structural model for both the Vietnamese Real Communication Skills (V-RCS) and Electronic Communication Skills (V-ECS) subscales was a bifactor solution, comprising one general factor (Social Competence) and four specific factors (Sociability, Self-Disclosure, Emotion Decoding, and Assertiveness). The V-RECS subscales demonstrated good internal consistency reliability, with Cronbach's alpha and McDonald's omega coefficients reaching acceptable levels. Nomological validity analysis revealed significant and theoretically congruent correlations between V-RECS scores and measures of communication quality with teachers, parents, and peers. The results affirm that the V-RECS is a valid and reliable measurement tool, enabling researchers and practitioners in Vietnam to assess and differentiate adolescents' social competence in both online and offline contexts. This instrument has significant implications for studying adolescent social development, the impact of social media, and the development of culturally appropriate psycho-educational interventions.