Theoretical Framework

Social-Cognitive Theory (SCT) proposes that individuals learn through

observation, modeling, and interaction with their environment. In the context of

academic performance, SCT suggests that students can learn from observing the

behavior and outcomes of their peers, teachers, and other role models. Students can

also develop self-efficacy, or the belief in their ability to succeed in their academic

pursuits, through their own experiences and interactions with their environment.

SCT suggests that motivation and academic performance are influenced by a

number of factors, including self-efficacy, goal-setting, self-regulation, and feedback.

Students with higher levels of self-efficacy are more likely to be motivated and to

perform better academically, while students who set realistic and achievable goals for

themselves and regulate their own learning are also more likely to succeed.

Teachers can support students' self-efficacy by providing opportunities for

success and by offering constructive feedback that helps students identify areas for

improvement. Teachers can also model positive behaviors and attitudes towards

learning and academic achievement, which can influence students' beliefs and

behaviors.

SCT also emphasizes the importance of goal-setting and self-regulation in

academic performance. Students can learn to set realistic and achievable goals for

themselves and to monitor their progress towards those goals. Teachers can support

students' goal-setting and self-regulation by providing guidance and feedback, and by

encouraging students to reflect on their own learning and progress.

 Social Cognitive Theory (SCT) was initially known as Social Learning Theory

(SLT) and was proposed by Albert Bandura in the 1960s. In 1986, it was renamed SCT

to reflect its emphasis on cognitive factors in learning and behavior. SCT posits that

behavior is learned through the dynamic and reciprocal interaction between a person,

environment, and behavior, and emphasizes the importance of both external and

internal social reinforcement.

Overall, SCT suggests that by creating a positive and supportive learning

environment, modeling positive behaviors and attitudes, and supporting students' goal-

setting and self-regulation, teachers can help students develop the skills and beliefs

necessary for academic success.