INTRODUCTION TO THE LITERATURE REVIEW

This literature review examines existing research and scholarly discussions on cultism and its
impact on youth development in tertiary institutions. Cultism has become a major problem in
higher institutions, affecting students ’ academic performance, behaviour, safety, and overall
growth. Different authors have studied how cult groups operate, why students join them, and the
negative effects of their activities on school environments.

The review also looks at the theories that explain cult behaviour, such as Social Learning Theory
and Anomie Theory, as well as empirical studies that show how cultism affects students
academically, morally, socially, and psychologically. By exploring these works, the literature
review identifies what is already known about the subject and highlights the gap this study aims to
address.

CONCEPTUAL FRAMEWORK ON THE IMPACT OF CULTISM ON TERRIARY

INSTOTUTIONS
CONCEPTUAL FRAMEWORK
1.1 Introduction
The conceptual framework serves as the foundation upon which this study is built. It illustrates the
relationship between the independent variable (cultism) and the dependent variable (youth
development) within tertiary institutions. The framework identifies how cultism originates,
operates, and impacts the physical, academic, moral, and psychological development of youths. It
also highlights the moderating factors that can either reduce or intensify these effects, such as
institutional discipline, parental guidance, and moral education.

1.2 Concept of Cultism in Tertiary Institutions

Cultism refers to the involvement of students in secret organizations or groups that operate under
oath and often engage in anti-social or criminal activities. These groups are characterized by
secrecy, initiation rituals, violence, and loyalty to group members above institutional laws.
In Nigeria, cultism originated from the Pyrates Confraternity established in 1952 by Wole Soyinka
and others at the University College, Ibadan. While its initial goal was to fight oppression and
promote equality, over time, the movement degenerated into violent secret cults. Today, cultism in
tertiary institutions has become a serious social menace, contributing to insecurity, fear, and moral
decline.
Students often join cult groups due to peer pressure, the desire for power and protection, lack of
moral upbringing, poor parental supervision, or the influence of corrupt institutional systems. Cult
groups now serve as outlets for violence, revenge, and intimidation of fellow students and lecturers.
Thus, cultism remains a major obstacle to peace and academic progress in Nigerian tertiary
institutions.

1.3 Concept of Youth Development

Youth development refers to the process of preparing young people to meet the challenges of
adolescence and adulthood through education, skill acquisition, moral training, and empowerment.
It involves enhancing their capacities in social, academic, moral, psychological, and economic
dimensions.
According to the United Nations, youth development encompasses all efforts to promote the
well-being, education, participation, and protection of young people in society. In tertiary
institutions, youth development is reflected in students' academic achievement, moral behavior,
social participation, leadership skills, and emotional maturity.
For sustainable national growth, youths must be healthy, disciplined, educated, morally upright, and
socially responsible. Unfortunately, the rising wave of cultism threatens these ideals by diverting
students' focus from education and corrupting their values.

1.4 Relationship Between Cultism and Youth

Development
There is a strong inverse relationship between cultism and youth development. Cultism negatively
influences students' behavior, academic progress, and psychological well-being.
Academically, students involved in cult activities often experience low grades, absenteeism, and
expulsion due to disciplinary actions. The fear and insecurity caused by cult clashes also disrupt
learning environments and affect non-members.
Morally and socially, cultism erodes ethical values and encourages violence, drug abuse, sexual
immorality, and disregard for authority. It promotes a culture of fear, revenge, and dominance
instead of tolerance and respect.
Psychologically, cultism induces trauma, anxiety, and low self-esteem among both members and
victims. Witnessing or experiencing violence within campus communities can lead to emotional
instability and aggression.
Economically, youths involved in cultism risk losing employment opportunities due to criminal
records or poor academic performance, which hinders their capacity for productive living and
national contribution.
Hence, the prevalence of cultism among students poses a serious challenge to the holistic
development of youths and the stability of tertiary institutions.

1.5 Variables of the Study

a. Independent Variable:
Cultism in Tertiary Institutions, measured by:
• Peer pressure and social influence
• Search for power, protection, and identity
• Institutional weaknesses and poor discipline
• Moral decay and value corruption
b. Dependent Variable:
Youth Development, measured through:
• Academic achievement and performance
• Moral and social behavior
• Psychological stability
• Career and economic prospects
c. Moderating Variables:
• Parental guidance and monitoring
• Religious and moral education
• Institutional policies and disciplinary measures
• Government laws and security enforcement

1.6 Conceptual Model

The conceptual model illustrates the pathway through which cultism affects youth development. It
begins with the causes of cultism (peer pressure, moral decay, institutional lapses), leading to cult
activities (initiation, violence, intimidation), which in turn result in negative outcomes such as poor
academic performance, moral decay, psychological instability, and economic loss.

However, moderating variables such as strong family support, effective school discipline, and
government enforcement can help minimize these negative effects.

1.7 CONCEPTUAL FRAMEWORK DIAGRAM (TEXT FORMAT )

CAUSES OF CULTISM
(Peer pressure, moral decay, weak discipline,
search for power, poor upbringing)
↓
CULTISM PRACTICES
(Initiation, violence, intimidation, drug use)
↓
EFFECTS ON YOUTH DEVELOPMENT
┌─────────────────────────────────────────────┐
│ Academic: Poor grades, dropouts, expulsion │
│ Moral/Social: Violence, immorality, fear │
│ Psychological: Trauma, depression, anxiety │
│ Economic: Joblessness, low productivity │
└─────────────────────────────────────────────┘
↓
MODERATING / INTERVENTION VARIABLES
(Parental guidance, moral education, institutional
discipline, government policy enforcement)

1.8. Summary of the Conceptual Framework

This conceptual framework demonstrates that cultism has a negative and far-reaching impact on
youth development in tertiary institutions. It hinders academic excellence, moral uprightness,
psychological stability, and economic productivity. The model further suggests that through the
combined efforts of parents, institutions, religious bodies, and government agencies, the adverse
effects of cultism can be mitigated, thereby promoting holistic youth development and national
progress.
THEORETICAL FRAMEWORK

Introduction

The theoretical framework forms the intellectual foundation upon which this study is based. It
provides the lens through which the relationship between cultism and youth development is
examined. By using existing sociological and psychological theories, this framework helps to
explain why students engage in cult activities and how such involvement affects their academic,
moral, and social development.

This study draws upon two major theories: Social Learning Theory by Albert Bandura (1977) and
Anomie Theory by Émile Durkheim (1897), both of which help to explain the causes and
consequences of cultism among youths in tertiary institutions.

2.1 Social Learning Theory (Albert Bandura, 1977)

Albert Bandura ’ s Social Learning Theory posits that human behavior is learned through
observation, imitation, and modeling. According to Bandura, individuals—especially young people
—acquire new behaviors by watching others perform them, especially when those behaviors appear
to be rewarded or socially accepted (Bandura, 1977).

In the context of this research, Social Learning Theory explains how students in tertiary institutions
become involved in cultism. Many young people observe their peers or senior students who belong
to cult groups gaining influence, protection, and social recognition. Over time, they tend to imitate
these behaviors, believing that cult membership will provide them with similar social or emotional
benefits.

Furthermore, the presence of violent role models within the school environment and the exposure
to movies, music, and media that glorify violence reinforce such behaviors. When institutions fail
to discipline offenders, it indirectly rewards deviant behavior, thereby encouraging others to imitate
it.

Thus, according to Bandura’s model, cultism is a learned behavior influenced by the environment,
peer pressure, and perceived benefits. Youths imitate what they observe, and this imitation
contributes to moral decline, academic distraction, and social disintegration within tertiary
institutions.

Relevance to the Study:

Social Learning Theory helps to explain how and why cultism spreads among students and how the
learned violent behavior negatively influences youth development.
Reference:
• Bandura, A. (1977). Social Learning Theory. Englewood Cliffs, NJ: Prentice-Hall.
• Bandura, A. (1986). Social Foundations of Thought and Action: A Social Cognitive
Theory. Englewood Cliffs, NJ: Prentice-Hall.

2.2 Anomie Theory (Émile Durkheim, 1897)

Émile Durkheim’s Anomie Theory states that deviant behavior occurs when there is a breakdown
of social norms and moral guidance within a society. The term anomie refers to a state of
normlessness — where individuals no longer feel bound by societal rules or values (Durkheim,
1897).

Applied to this study, Anomie Theory helps explain why cultism thrives in tertiary institutions.
Many students experience moral confusion and value disorientation due to weak family upbringing,
poor institutional discipline, and the erosion of traditional values. In such a condition of moral
vacuum, students resort to cult groups as substitutes for social order, identity, and belonging.

Durkheim’s theory also suggests that when societal structures fail to guide individual ambitions,
people turn to deviant behaviors to achieve their goals. For example, students who desire respect,
protection, or power but lack legitimate means to obtain them may join cults to fill this void.

Thus, cultism can be seen as a product of anomie — a social disorder that emerges from the
weakening of moral and institutional controls.

Relevance to the Study:

Anomie Theory is relevant because it explains the sociological causes of cultism — moral decay,
value erosion, weak enforcement, and lack of belonging — and their effects on youth
development and campus peace.

Reference:
• Durkheim, É. (1897). Suicide: A Study in Sociology. New York: Free Press.
• Merton, R. K. (1938). Social Structure and Anomie. American Sociological Review, 3(5),
672–682.

2.3 Integration of Theories to the Study

Both Social Learning Theory and Anomie Theory complement each other in explaining the
phenomenon of cultism and its impact on youth development:

Aspect. Social learning theory. Anomie theory

Focus Behaviour is learned through. Behaviour

limitation and observation arises due to

Breakdown of
Social norms and
Values
causes of cultism. Peer influence ,role Moral disorganiz-
tion, weak instituti-
tions and value
Confusion
Modeling
And environmental learning

Relevance to Youth Development

social learning theory

Youths imitate antisocial behavior leading to poor moral and academic development.

Anomie theory
Youths join cults due to lack of societal direction, leading to deviance and underdevelopment.

By combining both theories, the study provides a comprehensive understanding of both

individual-level (psychological) and societal-level (sociological) explanations for cultism and its
detrimental effects on youth development in tertiary institutions.

2.4 Summary of Theoretical Framework

This study adopts the Social Learning Theory and Anomie Theory as its theoretical foundation.
The Social Learning Theory explains how cultism is learned and imitated within the university
environment, while the Anomie Theory explains why cultism develops and persists due to the
breakdown of moral and institutional controls.

Together, these theories provide a strong basis for analyzing how cultism contributes to academic
decline, moral decay, social disorder, and psychological instability, all of which undermine youth
development in tertiary institutions.

References (APA Format):

• Bandura, A. (1977). Social Learning Theory. Englewood Cliffs, NJ: Prentice-Hall.
• Bandura, A. (1986). Social Foundations of Thought and Action: A Social Cognitive
Theory. Englewood Cliffs, NJ: Prentice-Hall.
 • Durkheim, É. (1897). Suicide: A Study in Sociology. New York: Free Press.
• Merton, R. K. (1938). Social Structure and Anomie. American Sociological Review, 3(5),
672–682.
• Okafor, E. E. (2011). The Menace of Cultism in Nigerian Tertiary Institutions: Causes,
Effects and Solutions. Journal of Educational and Social Research, 1(4), 25–34

SUMMARY

This study is anchored on the theoretical and conceptual understanding of how cultism affects
youth development in tertiary institutions. Cultism is regarded as a secret or underground
association whose members operate under strict oaths and often engage in antisocial and violent
acts. Over the years, cultism has become one of the most destructive social problems confronting
Nigerian tertiary institutions, affecting academic stability, moral values, and students ’ overall
well-being.

The theoretical foundation of this study is built on Albert Bandura’s Social Learning Theory (1977)
and Émile Durkheim’s Anomie Theory (1897). Bandura’s theory explains that behavior is learned
through observation and imitation. Students are influenced by their peers or senior colleagues who
belong to cult groups and who appear to gain social power, protection, or recognition. Consequently,
other students imitate these behaviors, believing they will receive similar benefits. The absence of
strong institutional discipline and role models further reinforces such imitation, making cultism a
learned social behavior that undermines moral and academic development.

Durkheim’s Anomie Theory, on the other hand, explains cultism from a sociological viewpoint. It
argues that when moral and social norms weaken, individuals experience a state of anomie
(normlessness), leading to deviant behavior. In tertiary institutions, poor moral upbringing, weak
institutional regulations, and social disorganization create a value vacuum that drives students to
seek belonging and identity through cult groups. Hence, cultism becomes an expression of societal
failure to provide moral direction and control. Both theories together explain how cultism develops,
spreads, and negatively influences the academic, moral, psychological, and social growth of young
people.

The conceptual framework of this study illustrates the direct and indirect relationship between
cultism and youth development. Cultism—driven by peer pressure, poor discipline, moral decay,
and socioeconomic hardship — acts as the independent variable that affects youth development,
which is the dependent variable. The effects manifest in several dimensions:
• Academic decline through poor performance, absenteeism, and dropouts.
• Moral and social decay through violence, crime, and disregard for authority.
• Psychological instability through fear, trauma, and aggression.
• Economic disadvantage through loss of opportunities and employability.

However, the framework recognizes moderating variables such as strong parental guidance,
religious and moral education, effective institutional policies, and government enforcement, which
can mitigate these negative effects.
In summary, the integrated framework demonstrates that cultism is both a learned behavior (as
explained by Bandura) and a product of moral disorganization (as explained by Durkheim). It
highlights that cultism in tertiary institutions significantly hinders youth development by destroying
the academic, moral, psychological, and social foundations needed for national growth. Therefore,
effective moral reorientation, institutional discipline, and parental involvement are essential in
curbing cultism and promoting holistic youth development in Nigeria.