Enhancing University Undergraduates’ Academic Performance: The Roles of Academic Self-Efficacy, Social Support, and Student-Lecturer Interaction

Abstract

This study explores the roles of psychosocial factors (academic self-efficacy, social support, and lecturer-student interaction) on the academic performance of university undergraduates. Utilizing a descriptive survey research design, data were collected from 150 students with a mean age of 21.51 (SD = 2.71; range = 15) through a structured questionnaire. Convenience and purposive sampling techniques were employed to ensure representation across various faculties domiciled on the main campus of the Federal University, Oye-Ekiti (FUOYE), Nigeria. Data were analyzed using descriptive and inferential statistics, with multiple regression analysis, t-test, and ANOVA to test the hypotheses. The results indicated significant positive relationships between academic self-efficacy, social support, lecturer-student interactions, and academic performance. Additionally, gender differences were found, with male students outperforming female students, while no significant differences were observed based on age. These findings highlight the critical role of these psychosocial factors in shaping academic success and suggest the need for targeted interventions to enhance academic self-efficacy, social support, and lecturer-student interaction. The study concludes that addressing these psychosocial factors is essential for improving students’ academic outcomes and fostering a supportive academic environment at FUOYE. The results contribute to the broader understanding of educational success determinants and provide valuable insights for policymakers and educators in similar contexts. Keywords: academic performance, academic self-efficacy, social support, student-lecturer interaction