Psychosocial Factors as Correlate of Learning Behaviours of Undergraduates in Southwest Nigeria

Abstract

This study examined psychosocial factors as correlate of learning behaviours among undergraduates in Southwest Nigeria. The research focused on key psychosocial variables, as motivation, self-esteem, peer linkage, and teacher-student relationship, and their influence on students’ learning behaviours as attention and concentration, participation, study habits, self-discipline, curiosity, and collaboration. The researcher observed that psychosocial factors significantly influence students’ learning behaviours. Specifically, motivation and self-esteem were noted to positively enhance students’ academic engagement, participation, and persistence, while peer linkage and teacher-student relationships played both supportive and inhibitory roles depending on their nature. The study also highlighted those negative psychosocial conditions, as low self-esteem, poor motivation, and unhealthy peer influence, contribute to poor study habits, lack of concentration, and reduced academic performance. Based on these findings, the study concludes that psychosocial factors are strong determinants of learning behaviours among undergraduates. It therefore recommends the provision of effective counselling services, improved teacher-student interaction, and the promotion of positive peer relationships to enhance students’ academic outcomes. The study contributes to existing literature by providing a holistic understanding of how psychological and social factors interact to influence learning behaviours in higher education.