Gender and Academic Year Differences in Social Support and Interpersonal Competence Among University Students: An Empirical Analysis

This study investigates the relationships between social support, interpersonal competence, gender, and academic year among university students. Using the Social Support Questionnaire (SSQ) and the Interpersonal Competence Questionnaire (ICQ-15), data were collected from 400 students. The analysis revealed significant gender differences, with female students reporting higher levels of total social support and interpersonal competence compared to males. Notably, females showed greater friend and family support. Additionally, seniors displayed higher interpersonal competence than freshmen and sophomores, indicating skill development over time. However, social support levels remained consistent across academic years. These findings highlight the necessity for gender-sensitive and developmentally appropriate interventions to enhance student well-being and success. Universities should implement targeted programs to develop interpersonal skills, particularly for male students and early-year undergraduates, fostering a supportive academic environment. Future research should explore additional factors influencing social support and interpersonal competence to further inform effective student support strategies.