Socio-Cultural Factors and Students’ Disposition to Behaviour Modification in Akinyele Local Government Area of Oyo State

Omoniyi, Timilehin Olayinka

Universal Education Journal of Teaching and Learning
Vol 3 No 2 (2026): April-June Edition (in progress)

Behaviour modification is essential to students’ social and academic adjustment during adolescence, a period marked by identity formation and emotional instability. However, many students struggle to maintain consistent behaviour in school due to conflicting socio-familial expectations, peer influence, and communication challenges. While previous studies have emphasized external interventions, school environment, and psychological factors, limited attention has been given to the socio-cultural determinants of students’ willingness to modify behaviour. This study investigated socio-familial factors (intergenerational influence and social expectation), communicative factors (communication style), gender role, and cultural adaptation as predictors of students’ disposition toward behavioural modification. Anchored on Social Norms Theory and Parental Socialisation Theory, the study employed a descriptive survey design. Using multistage sampling, 300 secondary school students were selected from schools within the study area. Data were collected using six validated instruments and analysed with descriptive statistics, Pearson Product-Moment Correlation, and Multiple Regression at the 0.05 significance level. Findings showed that students had a generally positive disposition toward behavioural modification (x̄ = 2.55). Intergenerational influence (r = .976), social expectation (r = .988), communication style (r = .990), and gender role (r = .988) had strong, positive, and significant relationships with behavioural disposition, whereas cultural adaptation (r = .095) was not significant. The combined contribution of the predictors was significant (F(5,294) = 4101.347; Adj. R² = .986), explaining 99% of the variance. Communication style (β = .344) was the strongest predictor, followed by social expectation (β = .253), gender role (β = .211), and intergenerational influence (β = .191), while cultural adaptation (β = .002) had no significant effect. The study concludes that intergenerational guidance, perceived social expectations, communication patterns, and gender role norms strongly shape students’ willingness to modify behaviour, whereas broader cultural adaptation has limited direct influence. Schools should therefore strengthen parent-teacher communication, provide gender-sensitive behavioural guidance, and promote positive peer-supported behavioural norms.