Peer Social Comparison and Get-Rich-Quick Syndrome among Senior Secondary School Students in Delta State, Nigeria

Abstract

A growing number of Nigerian secondary school students are prioritizing quick financial success over education, driven by societal admiration for rapid wealth and leading many toward risky activities instead of academic pursuits. This study investigated the relationship between peer social comparison and Get-rich-quick Syndrome among senior secondary school students in Delta State. Three research questions and three hypotheses guided the study. A correlational research design was adopted in this study. The study population consisted of 32,422 SS 2 students. The sample consisted of 1,023 students selected through a multistage sampling method. The research instrument that was used in the study is a questionnaire. Face, content and construct validity of the instrument were obtained through experts’ judgement for the face validity and factor analysis for the content and construct validity. Cronbach’s alpha reliability coefficient was used to check for the reliability of the items in the instrument. The data obtained were analysed using the mean, standard deviation, and Pearson's coefficient of determination to answer the research questions. Linear and multiple regression were used to test the hypotheses at a 0.05 level of significance. The Statistical Package for Social Science (SPSS) version 26 was used for the data analysis. The findings of the study revealed that the level of peer social comparison and get-rich-quick syndrome is low. There is a significant positive relationship between peer social comparison and get-rich-quick syndrome; there is no significant moderating impact of sex on the relationship between peer social comparison and Get-rich-quick Syndrome; but there is a significant moderating impact of location on the relationship between peer social comparison and Get-rich-quick Syndrome among senior secondary school students in Delta State. The study recommended, amongst others, that students should be sensitised to choose positive peer groups that foster academic excellence and discourage shortcuts to success.