An Original Contribution to Understanding the Social Learning of Criminal Behaviour Among Nigerian Youth

Social learning theory proposes that criminal behaviour is acquired through differential association, imitation, definitions, and reinforcement, and developing an original extension of this theory for the specific contexts of Nigerian youth socialisation, including the influence of digital platforms, religious institutions, cultural entertainment, and ethnic peer structures, represents a significant scholarly contribution. This study developed an original extension of social learning theory for understanding criminal behaviour acquisition among Nigerian youth, drawing on empirical research across Lagos, Kano, Enugu, and Maiduguri. A mixed-methods theory-building methodology was employed over 20 months, combining a cross-sectional survey of 480 youth aged 16 to 25 measuring social learning variables and delinquency outcomes, ethnographic observation in four urban neighbourhood contexts, structured interviews with 40 youth across the four cities, and theoretical analysis. The cross-sectional survey tested the standard social learning model (differential association, definitions, modelling, reinforcement) and showed that digital media exposure to crime normalisation content emerged as a significant additional social learning dimension not present in the original Akers model (beta = 0.34, p < 0.001). Religious social learning showed significant protective effects (beta = -0.28, p < 0.001). An original extension model, the Nigerian Mediated Social Learning Theory, adds three Nigeria-specific mechanisms: digital media as criminal association proxy, ethnic in-group crime normalisation through community narrative, and religious institution learning as primary prosocial counter-association. Expert review by 18 criminological theory specialists confirmed the extension's original contribution. Keywords: social learning theory, criminal behaviour, Nigerian youth, theory development, original contribution