The Effect of Social Support on Students’ Social Competence with the Mediating Role of Life Skills

Abstract

The purpose of this study was to investigate the effect of social support on students' social competence with the mediating role of life skills. This study was descriptive-survey in nature and applied in purpose. The statistical population included 1,624 elementary students in Chaboksar. Based on the Krejcie and Morgan table, 313 students were selected through stratified random sampling. Data were collected using three standardized questionnaires: the Social Support Scale (Zimet et al., 1988), the Social Competence Scale (Gómez-Ortiz, 2023), and the Life Skills Inventory (Meir, 2015). Data analysis was conducted using descriptive statistics and structural equation modeling in Smart PLS. Results showed that social support had a significant positive effect on social competence (β=0.390, t=7.302). It also significantly predicted life skills (β=0.427, t=9.559), and life skills significantly affected social competence (β=0.217, t=4.117). The Sobel test confirmed the significance of the indirect effect of social support on social competence via life skills (t=4.003). The GOF index was 0.344, indicating a moderate model fit. This study confirms the vital role of social support in enhancing students’ social competence and highlights the strengthening effect of life skills as a partial mediator. Accordingly, implementing life skills interventions can increase the effectiveness of social support in promoting students’ social development.