COGNITIVE PROCESSES, ENVIRONMENTAL FACTORS, AND SOCIAL INTERACTIONS AS DETERMINANTS OF LEARNING BEHAVIOR OF STUDENTS FROM BROKEN HOMES

Poor learning behavior among students from broken homes is a global concern. This study aimed to determine the significance of cognitive processes, environmental factors, and social interactions as determinants of learning behavior among junior high school students from broken homes. Using a diagnostic research design, 150 samples were collected through quota sampling. Findings reveal that only environmental factors influence the criterion, partially supporting Social Learning Theory. Future studies may explore other variables generated from exploratory research and promote supportive learning environments.