Social Competence as a Formative Process: from Psychological Aptitudes to Relational Performance

Abstract

Social competence is analyzed as a formative, dynamic process that involves the interaction between psychological predispositions, educational conditioning, and variable relational contexts. Far from being an innate trait, it is gradually shaped through formal and informal learning mechanisms, reflecting the individual’s ability to act effectively in the social environment. This approach emphasizes the need to reconceptualize the notion in procedural terms, not merely as a set of skills, but as a coherent expression of adaptation and self-regulation within diverse interpersonal contexts. Our inquiry highlights the differentiation between pre-existing psychological aptitudes and behavioral acquisitions gained through education. It focuses on the relationship between intrinsic motivation, emotional self-regulation, and communication styles as essential factors in the development of social competence. At the same time, the theoretical analysis proposes an interpretative framework in which social competences are not automatically transferable from one context to another, but require reconfigurations based on the expectations and norms specific to each interaction. Against this background, relational performance becomes an indicator of the degree to which these competences are integrated into everyday behavior. The emphasis is placed on the pragmatic dimension of social competence, highlighting its manifestation in educational, professional, and community contexts. Thus, a functional profile of the socially competent individual takes shape, characterized by the ability to manage conflicts, establish authentic relationships, and adapt to group dynamics. Social competence therefore emerges as a process with major formative significance in both personal and societal development.