Global Journal of Management and Business Research, B: Economics and Commerce, Volume 22 Issue 4

b) Theoretical Review The purpose of the section is to examine the collection of theory that has accumulated in regard to the problem recognized by the study. The theoretical review helps to establish what theories already exist, the relationships between them, to what degree the existing theories have been investigated, and to develop new hypotheses to be tested. Although previous studies related to this topic have recognized few theories, these theories will be given consideration in this section of the project. i. Happy-Productive Student Theory This theory was developed by Cotton, Dollard, and de Jonge (2002). According to them, student’s satisfaction while on campus is mediated by psychosocial factors (in this study are factors affecting student’s wellbeing) those including, financial, coping, stress and accommodativeness. Students while in campus reside either on-campus or off-campus. Off - campus has challenges ranging from space, shared facilities, impeachment into one’s privacy and inadequacy. Cotton further argues that high level of psychological distress at the university leads to low satisfaction to the extent to which consumers (in this study student) learning experiences are affected in campus. On the other hand, administrators should not ignore access to these factors of student satisfaction because it increases the expectations of students about university life where it produces positive confirmations of expectations leading to higher level of satisfaction (Churchill & Superenant, 1982). A happy or satisfied student for this study is perceived to have a comfortable place to live in terms of accommodation (whether on -or off- campus) which is an important component of being satisfied during their college stay. This shows the presence of a positive affect on their accommodation and the absence of a negative impact on their accommodation, and ultimately improves university education. The students will therefore lack the emotional exhaustion which will lead to satisfied students’ cohort. In this case a student’s stay in the university is conceptualized as a job. This could be linked to the productive attributes of a learning institution such as work environment, satisfaction, cognitive demands, responsibility and social interaction which are Social interaction may entail social contacts with peers and accommodation facilities. The concept of happy productive theory is that when students display positive affect and achieve, and interact freely with others they are deemed to be more engaged in their academics and have higher aspirations. In this study the factors influencing housing mediates between the students’ level of satisfaction. ii. Social Learning Theory This theory, as proposed by Albert Bandura in 1977, is based on the concept that, in a social context, we learn from interaction with others. It is widely known that nature and nurture greatly shape human behavior. Nurture here means the environment in which such a person lives that influences the growth of such an individual. By witnessing the conducts of others, people develop like behaviors. After observing the behavior of others, people embrace and imitate that behavior, especially if their observational experiences are positive ones or include incentives related to the observed behavior. Through this, humans are viewed as social animals that gather large amounts of data on social world behaviors and then translate it into complex and skilled performances. It is also said that the observer considers the effects of the behavior observed on the actor. This is known as vicarious reinforcement in psychology. Reinforcement means the reward of the actor's actions, either positive or negative. If the behavior observed causes a positive reward on the mode, then in order to gain such reward, the observer will most likely perform the behavior later. This goes the other way for a negative reinforcement. The application of the social learning theory to this study is by the attribution of the academic success of students to the observed behavior of the people that lives around where the students housing is who in this situation are seen as the models. Students housing condition and location have influences on the behavior of the children. Since environment behaviors have effects on their academic performance, the students (models) observe these behaviors and elicit it in order for them to attain such high. iii. The Social climate theory The theory was developed by Moos (1976). The theory states that the way an individual perceives their environment influences their interaction with it (Moos, 1976). Moos (1979) developed a five-point scale of evaluating class room climate as a contributor to a student’s performance. The three basic thematic areas of the theory are students’ level of involvement, affiliation and lecturer support. Moos (1987) explains that an individual's aspirations, accomplishments, morale, and well-being may be affected as a result of their social climate. For example, as a reciprocal reaction, students who perceive their learning environment as supportive are likely to work hard and thus excel in their academic performance. Conversely, if students perceive their environment as non-supportive, they are likely to regress in their academic performance (Beatty et al, 2010). Social climate theory can be used to explain the academic performance difference of students subjected to varying environment of hostel accommodation. The theory helps to establish the connection between the performance of a student and his or her The Effects of Students' Housing on Academic Performance at the University of Ibadan in Nigeria 61 Global Journal of Management and Business Research Volume XXII Issue IV Version I Year 2022 ( ) B © 2022 Global Journals