Social Learning Theory, Family Violence, Maladaptive Behaviors and Academic Achievement Among Secondary School Students in North-Central Nigeria: Implications for Guidance and Counselling

Abstract

Family violence can affect the behavioural and educational adjustment of secondary school students. This conceptual article examines the relevance of Social Learning Theory to the relationship among family violence, maladaptive behaviours, and academic achievement among secondary school students in North-Central Nigeria. Drawing on Bandura’s Social Learning Theory, the article explains how observation, modelling, imitation, reinforcement, and self- regulation may influence students’ behavioural responses. Exposure to aggression, hostility, intimidation, and dysfunctional conflict resolution may encourage maladaptive behaviours that interfere with school adjustment, attendance, engagement, and academic achievement. However, these effects are not deterministic, as positive parental, teacher, peer, and counsellor modelling can promote adaptive behaviour and academic engagement. The article discusses implications for guidance and counselling, emphasising positive modelling, parental guidance, self-regulation, early identification, supportive counselling, and family–school collaboration. It concludes that theoretically informed and preventive guidance and counselling can help reduce negative behavioural learning and promote positive behavioural and academic outcomes among secondary school students in North-Central Nigeria.

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