Influence Of Need Satisfaction On Proneness To Stealing Among Female Students
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Influence Of Need Satisfaction On Proneness To Stealing Among Female Students
ABSTRACT
The study sought to investigate the impact of need satisfaction on the likelihood of stealing among University of Lagos students. Some literature was reviewed under the appropriate subheadings.
The descriptive survey research design was used in this study to assess the opinions of the selected respondents via a questionnaire and sampling technique.
The sample for this study consisted of 120 (one hundred and twenty) respondents. In addition, three null hypotheses were developed, tested, and analysed using the independent t-test statistical tool and chi-square at the 0.05 significant level.
At the conclusion of the analysis, the following findings emerged:
1. Hypothesis one revealed that need satisfaction has a considerable influence on pupils’ proclivity to steal in schools.
2. Hypothesis two found that pupils from low socioeconomic status homes are significantly more likely to steal.
3. Hypothesis three suggested that there is no substantial gender difference in the likelihood of stealing among pupils in schools.
4. Finally, hypothesis four demonstrated that pupils’ ethnic backgrounds have no substantial influence on their likelihood to steal in school.
All null hypotheses were evaluated at the 0.05 level of significance.
Chapter one
1.1 Introduction/Background for the Study
The lexicon of psychology defines discipline as the management of behaviour by an external authority or by the individual himself (Drever, 1996).
Also, Drever (1996) described school discipline as the externally enforced or self-generated management of conduct to assure its orderliness, social acceptability, and conformance to school regulations to govern the behaviour of students and even school staff.
Adelabu (1990) defines indiscipline as a problem or socially inappropriate activity that violates societal or institutional standards and regulations.
Nwana (1975) looked into the sorts and severity of offences in Nigeria’s Eastern State schools. He identified the following nine categories of indiscipline, with their percentage frequency of occurrence in brackets:
Truancy (28.89), disobedience (15.22), drug abuse (13.95), assault and insult (12.18), dishonesty (11.6), wickedness (8.22), theft (8.09), sex crimes (1.66), and strikes and mass demonstration (0.19).
Stealing, a common kind of indiscipline among students in our higher and lower institutions, is like a parasite eating deep into the moral sanity of the youth.
Stealing is frequent among students at all educational levels, including primary, secondary, and tertiary, although it is often treated or handled casually as if it is usual.
For example, students use pet names for stealing that tend to conceal and minimise the seriousness of the offence. Examples include ‘pilfering’, ‘pick pocketing’, ‘tapping’, and so on (Olusakin 1996).
To steal, according to the Webster dictionary, means to take away dishonestly or wrongfully, especially covertly; to take, get, or win by dishonest act or subtle methods; or to take, get, or effect stealthily.
To take by surprise or without permission, with regard to the descriptions above, stealing in this content can be regarded as an act of secretly taking somebody’s property wrongfully and illegally without his/her content (Uzodinma, 1998), so whatever name stealing is given by various individuals, stealing is stealing and it is bad in society.
As Nkemdirim (2000) explains, many people steal for a variety of reasons. Some people steal because it is something they acquired from their parents or family relatives, while others steal to meet a specific need.
Most people steal to profit themselves unduly; others steal to meet their worldly requirements; and many steal because they associate with thieves or criminals.
From any perspective, theft is a wicked and undesirable conduct that contradicts the acceptable norms in any given culture. It is a divergence from regular behaviour committed by persons who disregard societal standards, mores, and positive ideals.
According to Olusakin (1996), obsessive stealing is known as ‘kleptomania,’ which can be defined as a persistent neurotic drive to steal, particularly when there is no economic motivation, and the thing stolen is usually believed to have symbolic meaning to the kleptomaniac.
Stealing is an act of student indiscipline that is extremely negative in nature. If not monitored and regulated, it can escalate into armed robbery, which is currently a social malaise leading in the loss of precious lives and property.
The matter of theft should be taken seriously and might be considered as a major force in slowing the nation’s social, economic, political, and technological progress.
Many people may agree that stealing is wrong; for example, one person may base his belief on deference to the law, another on an unthinking regard for his conscience, another on conformity to his society’s norms, and yet another on an argument about the impact of stealing on society.
Stealing is morally, socially, and ethically reprehensible, and it should be prohibited and frowned upon by all good individuals in society (Anyanwu, 1990).
According to Uzomah (1999), the socioeconomic condition of parents has rapidly deteriorated as a result of unemployment, retrenchment, and a lack of a conducive atmosphere for engaging in profitable activities. This trend has resulted in low socioeconomic level among parents in many Nigerian households.
This means that the majority of students in tertiary institutions, particularly at the University of Lagos (UNILAG), come from low-income families whose parents cannot afford to fully fund their children’s education; as a result, these children resort to stealing to make ends meet and have what their parents cannot provide for them at school.
That is why most female students take a variety of items such as knickers, brass, money, books, clothes, gowns, pomades, soaps and so on that most likely belong to their counterparts because their parents or guardians are unable to satisfy their desires by supplying them with what they lack.
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