Risky sexual behavior and associated factors among in-school adolescents: a school-based, cross-sectional study
DOI:
https://doi.org/10.21303/2504-5571.2023.003066Keywords:
Family structure, Peer pressure, Self-esteem, Risky sexual behaviorAbstract
Despite increased sexual education, secondary school students in Nigeria are still engaging in risky sexual behavior. This may be due to various social, psychological, and physical factors. The study looked at how family structure, peer pressure, and self-esteem affected the likelihood that adolescents in Ibadan, Oyo State, Nigeria, would engage in risky sexual behavior. For this study, a descriptive research design using correlational data was adopted. The study adopted the purposive sampling method in selecting 200 in-school adolescents. Valid and standardized instruments including risky sexual behavior rating scale (α=0.758), peer pressure scale (α=0.714), self-esteem scale (α=0.826) and family structure scale (α=0.827) were used for information gathering. Three research questions were raised and answered.
Data collected was analyzed using simple percentages, Pearson product-moment correlation, and multiple regression statistical method at the 0.05 level of significance. Findings revealed that risky sexual behavior of secondary school students is significantly correlated with peer pressure (r=.594; p<.05), self-esteem (r=.605; p<.05), and family structure (r=.521; p<.05). The value of R=.783 and adjusted R2=.613 were observed. The analysis of variance, performed on the multiple regressions, yielded an F-ratio value of 98.056. In terms of the magnitude of contribution, self-esteem made the most significant contribution (β=.509; t=8.647; p<0.05) to the prediction, followed by peer pressure (β=.342; t=3.545; p<0.05) and family structure (β=.223; t=1.348; p<0.05).
Based on these findings, it was concluded, that peer pressure, self-esteem, and family structure influence risky sexual behavior of adolescents. It is therefore recommended, that students’ sense of self is very important and should be improved and also that students should be guided, particularly in meeting different categories of people in the school setting, such as peers, teachers, and others with varying degrees of sexual attitudes because it affects the students’ sexual behaviors.
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