Abstract

Sexual risk-taking behavior among adolescents is a significant public health concern, as it can lead to negative reproductive health outcomes and potential long-term consequences. Understanding the determinants of such behavior is crucial for developing effective interventions and promoting healthier sexual behaviors among adolescents. This study focuses on examining emotional intelligence (EI), self-esteem (SE), and home environment (HE) as determinants of sexual risk-taking behavior (SRB) among secondary school students in the Ibadan North Local Government Area of Oyo State, Nigeria. This study adopted a descriptive research design. The population of the study comprised all students in senior secondary schools in Ibadan North Local Government Area, Ibadan, Oyo State. A total of two hundred (200) senior secondary school students participated in the study. Three secondary schools were randomly selected in Ibadan North LGA. Sixty (60) questionnaires were distributed for students in SS1-3 in each of the school with the exception of the first school, given eighty (80) because of the large population. Questionnaires were separated into equal halves in each school to ensure gender-based fairness. Questionnaires were then randomly distributed. The Youth Risky Behaviour Questionnaire (YRBQ), Wong and Law Emotional Intelligence Scale (WLEIS), the Rosenberg Self-Esteem Scale, and Bradley, Corwyn, Caldwell, Whiteside-Mansell, Wasserman, and Mink Home Environment Scale (EA-HOME) were utilised in this study. Results showed that the combination of EI, SE and HE, jointly accounted for 31%, variance in students’ SRB. The findings revealed that there was significant relationship between SE (r= 0.311, p<0.05), and HE (r=-.130, p< 0.05), and SRB of the participants. The findings revealed that SE contributed relatively to SRB in the following order (β =.172, t = 2.543, p< 0.05). It was further revealed that HE (β =-.156, t = -2.291, p<0.05) and EI (β = -.055, t= -.800, p>0.05) did not have relative contribution to SRB. SE was the most potent contributor to SRB. Given the findings, parents/guardians, teachers and policymakers should establish psychological and counselling centre in every school as well as employ professionally trained counsellors in schools, in order to address the various challenges that adolescents are facing.