An ecological analysis of the interplay between cultural values, sexual health knowledge, and academic achievement among pregnant teenagers in Nigeria

Abstract

Teenage pregnancy in Nigeria hinders girls’ educational attainment and is often influenced by cultural norms that restrict discussions about sex and access to health information. Guided by Bronfenbrenner’s Ecological Systems Theory, this study explored how cultural values affect sexual health knowledge and its relationship with academic achievement among pregnant adolescents. A cross-sectional survey was conducted with 400 pregnant teenagers aged 15–19 across three Nigerian states (Niger, Lagos, and Port Harcourt). Participants were selected through a purposive snowball sampling. Data were analysed using SPSS Version 23, applying descriptive statistics and inferential analyses through Structural Equation Modelling (SEM). Cultural values were significantly negatively associated with sexual health knowledge (β = − 0.414, p < 0.001). Sexual health knowledge positively predicted academic achievement (β = 0.392, p < 0.001) and significantly mediated the relationship between cultural values and academic outcomes (βₐb = − 0.136, p < 0.001). Cultural beliefs at the macrosystem level limit sexual health literacy, which in turn affects the academic outcomes of pregnant teenagers. Enhancing comprehensive sexuality education, addressing cultural taboos, and fostering supportive school environments are crucial to improving both reproductive health awareness and academic performance among this vulnerable population.