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Enhancing Academic Performance through Social Interaction: A Theoretical Exploration of Social Cognitive Theory

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  • OWUNNA, R

    (Department of Professional Development and Continuing Education, Faculty of Educational Studies, Universiti Putra Malaysia, Selangor, Malaysia.)

  • AJOBI, A.O

    (Department of Professional Development and Continuing Education, Faculty of Educational Studies, Universiti Putra Malaysia, Selangor, Malaysia.)

  • Akintoke, V. A.

    (Adekunle Ajasin University, Akungba-Akoko, Nigeria.)

Abstract

This conceptual paper examines the interplay between social interaction and academic performance among Nigerian students through the theoretical framework of social cognitive theory. By analyzing the triadic reciprocity of personal, behavioral, and environmental factors, the study investigates how these SCT constructs influence students’ engagement in social interactions and, consequently, their learning outcomes. While emphasizing social interaction as a vital mechanism for knowledge exchange and collaborative learning, the paper also addresses critical challenges in its adoption within Nigeria’s higher education context. The findings provide actionable insights for educators and policymakers to optimize social learning environments, balancing the benefits of peer engagement with potential drawbacks. Ultimately, this research contributes to both theoretical discussions on SCT applications in education and practical strategies for enhancing student performance in Nigerian universities.

Suggested Citation

  • OWUNNA, R & AJOBI, A.O & Akintoke, V. A., 2025. "Enhancing Academic Performance through Social Interaction: A Theoretical Exploration of Social Cognitive Theory," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 9(3s), pages 2656-2666, April.
    • Handle: RePEc:bcp:journl:v:9:y:2025:i:3s:p:2656-2666
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