THE PLACE OF RELATIVE DEPRIVATION AND SOCIAL LEARNING THEORIES IN EXPLAINING GET-RICH-QUICK SYNDROME AMONG NIGERIAN YOUTHS

 

In recent years, Nigeria has witnessed an unprecedented rise in behaviours associated with the “get-rich-quick” syndrome among its youth population. From online fraud (“Yahoo Yahoo”) to Ponzi schemes, ritual money myths, betting addictions, inflated social media lifestyles, and reckless pursuit of luxury, the trend has become a major socio-cultural concern. Explanations for this behaviour are diverse, but two theories: RELATIVE DEPRIVATION THEORY and SOCIAL LEARNING THEORY, provide especially powerful insights. When examined together, they reveal how economic frustration, inequality, and societal influences shape young people’s attitudes toward wealth and success in contemporary Nigeria.

Understanding Relative Deprivation Theory

Relative Deprivation Theory, developed by sociologists such as Samuel Stouffer and later refined by Walter Runciman, proposes that people feel deprived not simply because they lack resources, but because they perceive themselves as having less than others to whom they compare themselves. It is the gap between aspiration and reality, intensified by comparison, that fuels frustration, resentment, or deviant coping strategies.

In the Nigerian context, this theory is particularly relevant. While poverty is widespread, poverty alone does not fully explain the growing desperation among youths. Instead, what drives the get-rich-quick culture is the visibility of wealth in a society where opportunities for upward mobility are limited. Nigerian youths are constantly exposed to images of prosperity, affluence, and luxurious lifestyles, from musicians flaunting multimillion-naira cars, to politicians displaying extravagant wealth, to social media influencers showcasing designer outfits and trips abroad. This heightened visibility amplifies feelings of deprivation.

It is not surprising that many young Nigerians feel they are falling behind. They live in a system where merit does not always correlate with reward, where political corruption normalizes sudden wealth, and where legitimate pathways to success such as education or entrepreneurship are fraught with barriers. This sense of exclusion, coupled with the omnipresence of individuals who appear to have “made it,” pushes some youths to seek alternative, often questionable means of bridging the perceived gap.

Relative deprivation therefore does more than highlight inequality, it illuminates the psychological pressures that lead young people toward risky behaviours. When legitimate opportunities seem inaccessible and the rewards of wealth are socially celebrated, the temptation to pursue shortcuts becomes stronger. For many youths, the question becomes less about morality and more about survival and relevance within a competitive, unequal society.

Social Learning Theory and the Power of Influence

While Relative Deprivation explains the emotional and psychological triggers for get-rich-quick behaviours, SOCIAL LEARNING THEORY, pioneered by Albert Bandura, helps explain how these behaviours are learned, normalized, and replicated. According to the theory, individuals learn behaviours by observing others, especially when those behaviours are rewarded. In essence, people imitate what they see, particularly when the observed model appears successful or admirable.

In contemporary Nigeria, youths are surrounded by powerful models who reinforce the fast-money mentality. The entertainment industry often glamorizes wealth without context. Online scammers and internet fraudsters flaunt their gains openly on social media, sometimes gaining admiration from peers. Local movies frequently depict sudden wealth and instant success stories. Even political elites reinforce similar narratives: corruption is rarely punished, and individuals who accumulate wealth through unclear means often rise to positions of influence.

This creates a social environment where shortcuts are not only visible but sometimes celebrated. Young people witness real and perceived rewards associated with these behaviours: luxury, fame, social recognition, and respect. In many communities, individuals who suddenly acquire wealth are honoured rather than questioned. They become symbols of achievement, sources of inspiration, and role models to younger generations.

The result is a powerful feedback loop: youths observe that illicit or unethical means often yield faster and greater rewards than legitimate methods. Through peer pressure, online communities, and everyday interactions, these behaviours become normalized. Social learning thus helps explain how deviant economic behaviours spread and become culturally embedded within youth circles.

How Both Theories Intersect to Explain the Get-Rich-Quick Syndrome

Together, Relative Deprivation and Social Learning Theories provide a comprehensive explanation for the rise of get-rich-quick behaviour among Nigerian youths.

 

 

Relative deprivation creates the frustration.

Many youths feel left behind in an economy that is not offering adequate employment, upward mobility, or stable futures. They see others prospering and feel pressured to catch up.

 

Social learning provides the behavioural model.

Youths observe peers, influencers, public figures, and even community members who have succeeded through unconventional or illicit means, and they see these individuals being celebrated rather than sanctioned.

 

The gap between aspiration and opportunity makes shortcuts Attractive.
When legitimate paths are blocked, but illegitimate paths appear open and rewarding, the rational choice becomes distorted.

 

The social environment reinforces these shortcuts.

A society that measures success by material display more than by integrity or discipline deepens the problem.

 

This combination of psychological frustration and observable behavioural models accelerates the growth of fast-money culture. The result is a generation that not only aspires for wealth, but aspires for it instantly, often without regard for process, skill, or ethics.

Implications for Nigerian Society

Understanding these theories is not simply an academic exercise; it has real implications for policymaking and youth development.

• Improving economic opportunities, particularly employment, funding for entrepreneurship, and access to quality education , can reduce relative deprivation by narrowing the gap between aspirations and available legitimate pathways.
• Regulating media content and promoting alternative role models could counter the influence of negative social learning. Greater media literacy and value-reorientation programs can help youths critically evaluate what they see.
• Strengthening institutions and accountability systems would help dismantle the culture of impunity that makes fast wealth appear socially rewarded.
• Community-based mentorship programmes can expose youths to ethical pathways to success and demonstrate that progress can occur through legitimate effort.

Ultimately, addressing the get-rich-quick syndrome requires a combined approach that tackles both structural conditions and social influences.

Conclusion

The get-rich-quick mentality among Nigerian youths is not a random trend; it is the product of deeper socio-economic and cultural dynamics. Relative Deprivation Theory explains the psychological pressures created by inequality and visible affluence, while Social Learning Theory shows how behaviours associated with fast money are copied, reinforced, and normalized. Together, they reveal a society where frustration meets influence, and where aspiration meets impatience. Tackling this issue demands not just economic and political reforms, but also a reorientation of societal values and role models. Only then can Nigerian youths be empowered to pursue success through sustainable and legitimate pathways.