The relationships between attributional styles and identity with responsibility through mediating role of competence perception

In light of increasing social and academic challenges in modern societies, understanding the factors that influence responsibility has become crucial. This study aimed to explore the mediating role of competence perception in the relationships between attributional styles, identity, and responsibility.  This fundamental study adopted a descriptive-correlational design and was conducted cross-sectionally. The statistical population consisted of students from the University of Tabriz during the 2022–2023 academic year. A sample of 378 participants was selected using random cluster sampling. Data were collected using the Rotter Internal-External Locus of Control Scale (1966), the Berzonsky Identity Style Inventory (1992), the Harter Perceived Competence Scale (1982), and the Gough Responsibility Scale (1986). Structural equation modeling (SEM) was used for data analysis.  The results indicated that internal attribution styles, as well as informational and normative identity styles, had a significant positive influence on both responsibility and competence perception. In contrast, external attribution styles and avoidant identity styles negatively and significantly affected these variables (p < 0.05). Furthermore, the indirect effects of internal attribution styles and informational and normative identity styles on responsibility, mediated by competence perception, were positive and significant (p < 0.05). Conversely, the indirect effects of external attribution styles and avoidant identity styles on responsibility, mediated by competence perception, were negative and significant (p < 0.05).  The findings suggest that fostering internal attribution styles and informational and normative identity styles, along with enhancing competence perception, can promote responsibility. On the other hand, external attribution styles and avoidant identity styles may hinder this trait. These results underscore the importance of psychological factors in designing educational and counseling programs aimed at cultivating responsibility.