Attributional Complexity: A Required Constituent for Social Competence among Students

Abstract

This article accosts the findings of a study conducted on identifying the role of attributional complexity in determining the social competence among students. A sample of 188 students with age of 12 to 14 years (mean age of 13.45, SD = .773) from public schools of Multan Pakistan was contacted through convenience sampling technique. To measure study variables, Attributional Complexity Scale and Social Competence Scale were administered to the participants. Employing correlation, regression analysis, and t-test, findings showed a positive significant correlation between attributional complexity and social competence. Students who were high in attributional complexity were found more socially competent as compared to those having low score on attributional complexity scale. Regression analysis further shows that seven components of attributional complexity are significantly contributing in the prediction of social competence except motivation component and abstract vs. casual. On the basis of these findings, it is underlined that students’ attributional styles should be considered in the explanation and understanding of their social interactions and adjustment.