Antisocial Behavior and Academic Performance of Undergraduates Students in Nigeria: The Mediating Effect of Social Support
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Abstract
Background/ problem: In recent years, there has been an increase of student participation in protests and other forms of civil unrest within Nigerian educational institutions. This trend has contributed to social tension and may be linked to a rise in antisocial behavior.
Objective/ purpose: The current study investigates the effects of antisocial behavior (physical aggression, social aggression and rule breaking) on academic performance, with a particular focus on the mediating role of social support.
Design and Methodology: Data was collected from 257 undergraduate students in Nigeria. A statistical analysis was conducted using SEM-covariance with AMOS software.
Results: The findings of the study revealed a significant negative effect between physical aggression and academic performance (β = -.17, CR = -2.85, p = .03). In addition, the findings indicate that social aggression and rule breaking shows no significant relation to students’ academic performance (β = .13, CR = 1.07, p = .20, and (β = -.11, CR = 1.00, p =.24). However, the findings support the link between social support and academic performance (β= .58, CR = 8.01, p = .00). Additionally, it signifies that social support partially mediates the link between academic performance and antisocial behavior.
Conclusion and Implications: These findings suggest that social support not only helps to diminish antisocial behavior among students but also contributes positively to their academic outcomes. Therefore, it is recommended that university administration provides awareness to students on the benefits of engaging in prosocial behavior and clearly outlines the consequences of antisocial behavior.
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