The Context of Social-Emotional E-Competencies Among High School Students In Vietnam

In the context of digital transformation, adolescent social interaction increasingly occurs online, making social-emotional e-competencies (e-SEC) an important educational concern. Drawing on the social-emotional learning framework and research on digital interaction, this cross-sectional study examined the e-SEC of 335 Vietnamese high school students using two self-report instruments: the Social-Emotional e-Competencies Questionnaire (e-COM) and the E-motions scale. Descriptive statistics, reliability analysis, factor loadings, correlations, and independent-samples t tests were conducted in SPSS. Results indicated that overall e-SEC on the e-COM was relatively high (M = 3.44, SD = .48), whereas online emotional functioning measured by the E-motions scale was at an average level (M = 3.04, SD = .60). Emotional e-conscience and emotional e-regulation obtained the highest mean scores, while emotional e-independence and social e-competency were comparatively lower. The e-COM subscales were intercorrelated overall, and a statistically significant sex difference was reported only for emotional e-independence. These findings suggest that Vietnamese high school students show promising emotional awareness and regulation in online contexts, but still need support in building autonomy and constructive social interaction in cyberspace. The study provides an initial empirical basis for future school-based programs aimed at strengthening students’ social-emotional competence in the digital environment.

digitalization, social-emotional e-competencies, high school students, cyber-behavior, emotion

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