ABSTRACT
This descriptive survey research investigated the impact of societal, peer, and family pressure on the attitude towards learning among undergraduate students at the University of Benin. The study aimed to explore the influence of these factors on students' learning attitudes, with a focus on the role of societal expectations, peer groups, and family members. A four-rating scale structured questionnaire was administered to a sample of 96 students from three faculties, and the instrument's reliability was established through Cronbach's coefficient alpha formula (α = 0.621). The results revealed a significant influence of societal pressure, peer pressure, and family pressure on students' attitude towards learning. Specifically, the findings showed that students' learning attitudes are shaped by societal expectations, peer groups, and family members, highlighting the importance of these factors in promoting a positive attitude towards learning. The study's outcomes have implications for educators, policy makers, and families seeking to support students' academic success and foster a conducive learning environment. The discussion of the findings highlights the significance of addressing these pressure points to promote a positive attitude towards learning among university students. Base on the study's results, it is recommended that university administrators and educators be aware of the impact of societal pressure, peer pressure, and family pressure on students' attitude towards learning and take steps to mitigate any negative effects. By acknowledging and addressing these influences, educators can foster a supportive learning environment that promotes academic success, student well-being, and positive attitudes towards learning. Key-words: societal pressure, peer pressure, family pressure, attitude towards learning, university students.
