Social Competence in a Distanced Environment: An Examination of Videoconferencing and Stress

Social competence has been defined as one's ability to form, maintain, and be effective in social relationships (Rose‐Krasnor, 1997). Previous research has demonstrated social competence to be associated with numerous psychological outcomes such as depression, anxiety, and somatic complaints (Bornstein et al., 2010; Cole et al., 1996). It is of increased importance that we understand how the development of social competence is informed by environmental and relational risk factors. With the rise of online learning students have had to adjust to a distanced learning environment and with it a new social realm. Of interest to the current study is the impact stress has on social competence in the online realm. Results of the various moderation models revealed there to be a significant positive relationship between increases in video conferencing and the social skills domain of social competence. This finding was particularly stronger for introverted individuals. Further, there was a significant positive effect between perceived stress and support providing behaviors within the functional outcomes domain. This relationship was moderated by extraversion at both the lowest and highest levels. Using these two models, further mediation and multigroup analysis revealed significant indirect effects through social competence domains to internalizing pathology.