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

Author

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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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    References listed on IDEAS

    as
    1. Chih-Hung Chung & Hui-Ling Wendy Pan, 2023. "Assessing the Effects of Flow, Social Interaction, and Engagement on Students’ Gamified Learning: A Mediation Analysis," Sustainability, MDPI, vol. 15(2), pages 1-12, January.
    2. Karisma Erikson Tarigan & Margaret Stevani & Fiber Yun Almanda Ginting & Meikardo Samuel Prayuda & Dyan Wulan Sari & Bogor Lumbanraja, 2023. "Oral Corrective Feedback and Error Analysis: Indonesian Teachers’ Beliefs to Improve Speaking Skill," World Journal of English Language, Sciedu Press, vol. 13(6), pages 140-140, July.
    3. Abdel Latif Sellami & Abdulla Al-Ali & Amani Allouh & Saleh Alhazbi, 2023. "Student Attitudes and Interests in STEM in Qatar through the Lens of the Social Cognitive Theory," Sustainability, MDPI, vol. 15(9), pages 1-16, May.
    4. Kasumu, Rebecca Oluwayimika, 2022. "Constraints to the Use of Social Media on Undergraduate Students in Tertiary Institution," Global Journal of Social Sciences Studies, Online Science Publishing, vol. 8(2), pages 62-69.
    5. Mohammed Abdullatif Almulla & Waleed Mugahed Al-Rahmi, 2023. "Integrated Social Cognitive Theory with Learning Input Factors: The Effects of Problem-Solving Skills and Critical Thinking Skills on Learning Performance Sustainability," Sustainability, MDPI, vol. 15(5), pages 1-26, February.
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