Assessing Online and Offline Adolescent Social Skills: Development and Validation of the Real and Electronic Communication Skills Questionnaire

Studies examining the associations between Internet use and social skills are increasingly frequent. However, most of them only evaluate offline social skills and consider them as equivalents to online social skills. So far, no instrument allowed differentiating social skills depending on online versus offline contexts. This study aimed to develop and validate the Real and Electronic Communication Skills questionnaire (RECS), a new measure evaluating several dimensions of social skills in two different contexts (i.e., face-to-face and computer-mediated communication). Results of exploratory and confirmatory factor analyses among a sample of 657 adolescents and young adults (mean age = 17.68 years; 67% female) showed that the best fitting model for each context is a bifactor solution, with one general factor (Social Competence) and four specific factors (Sociability, Emotion Decoding, Disclosure, and Assertiveness). Each specific factor was differentially correlated with theoretically relevant subscales of the Social Skills Inventory, confirming the external validity of the RECS. The RECS is the first instrument allowing not only to assess social competence in online settings but also to quantify the relationships between offline social skills and their online counterpart. Given its ease of use and brevity, the RECS is a useful and promising instrument to capture social skills in both online and offline contexts.

Context and Individual Characteristics Modulate the Association between Oxytocin Receptor Gene Polymorphism and Social Behavior in Border Collies

Recent studies suggest that the relationship between endogenous oxytocin and social affiliative behavior can be critically moderated by contextual and individual factors in humans. While oxytocin has been shown to influence human-directed affiliative behaviors in dogs, no study investigated yet how such factors moderate these effects. Our study aimed to investigate whether the context and the dogs’ individual characteristics moderate the associations between the social affiliative (greeting) behavior and four single-nucleotide polymorphisms (SNPs) of the oxytocin receptor (OXTR) gene. We recorded the greeting behavior in three contexts: (1) when the dog first met an unfamiliar experimenter, (2) during a separation from the owner, and (3) after the experimenter approached the dog in a threatening manner. In the latter two contexts (during separation and after threatening), we categorized the dogs into stressed and non-stressed groups based on their behavior in the preceding situations. In line with previous studies, we found that polymorphisms in the OXTR gene are related to the greeting behavior of dogs. However, we also showed that the analyzed SNPs were associated with greeting in different contexts and in different individuals, suggesting that the four SNPs might be related to different functions of the oxytocin system. The -213A/G was associated with greeting only when the dog had no prior negative experience with the experimenter. The rs8679682 was found in association with greeting in all three contexts but these associations were significant only in non-stressed dogs. The -94T/C was associated with greeting only when the dog was stressed and had an interaction with the sex of the dog. The -74C/G SNP was associated with greeting only when the dog was stressed during separation and also had a sex interaction. Taken together, our results suggest that, similarly to humans, the effects of oxytocin on the dogs’ social behavior are not universal, but constrained by features of situations and individuals. Understanding these constraints helps further clarify how oxytocin mediates social behavior which, in the long run, could improve the application of oxytocin in pharmacotherapy.

Educational Barriers of Rural Youth: Relation of Individual and Contextual Difference Variables

The purpose of this study was to examine the relation of several individual and contextual difference factors to the perceived educational barriers of rural youth. Data were from a broader national investigation of students' postsecondary aspirations and preparation in rural high schools across the United States. The sample involved more than 7,000 rural youth in 73 high schools across 34 states. Results indicated that some individual (e.g., African American race/ethnicity) and contextual (e.g., parent education) difference factors were predictive while others were not. Extensions to, similarities, and variations with previous research are discussed. Implications, limitations, and suggestions for future research are also discussed.