Verbal Venting of Lecturers on Students in Nigerian Universities: Psychological Implications and Accountability
DOI:
https://doi.org/10.47941/japsy.3166Keywords:
Verbal Venting, Implications, Accountability, NigeriaAbstract
Purpose: The study spotlighted verbal venting of lecturers on students in Nigerian universities: psychological implications and accountability. In Nigerian tertiary institutions, verbal venting by lecturers manifested through harsh criticism, sarcasm, public humiliation, or belittling remarks directed at students has emerged as a pervasive issue that undermines the educational environment.
Methodology: A Survey design was adopted using ex-post facto design for this study. The population for this study comprised of university students in Nigeria. A stratified sampling technique was employed in the study. The sample for this study was 1000 students selected from five universities in Nigeria which includes Delta State University, Abraka, Edo State University, Iyamho, Federal University of Petroleum Resources, Effurun, Anambra State University, Awka, and University of Port-Harcourt, Rivers State. A self-structured instrument titled “Verbal Venting of Lecturers on Students Questionnaire (VVLSQ)” and was validated in its face and content for the study. Simple percentage, Mean score, standard deviation, and Thematic statistics were the statistical tools deployed for the analysis of data collected.
Findings: Verbal venting can lead to psychological violence, causing emotional distress, anxiety decreased self-esteem of individuals. Also, chronic exposure to verbal venting can contribute to mental health issues such as depression, anxiety and post-traumatic stress disorder (PTSD) significantly impacting an individual’s overall well-being.
Unique Contribution to Theory, Policy and Practice: The contributions highlights the need for a comprehensive approach to address verbal venting in Nigeria university settings, incorporating theoretical insights, policy reforms and practical strategies to promote a supportive and respectful academic environment.
Downloads
References
Andrews, L. A.; Tyler, J & Danila, A. (2019). Direct verbal venting in school settings: A review of the literature. Journal of School Psychology, 64, 17-27.
Bello, M. (2024). Prevalence of Ear Piercing and Tattooing and Knowledge of Associated Health Risk among Undergraduates in University of Ibadan. Global Journal of Psychology. Pp 67 – 73
Daramus, A. (2024). Psychological impact of Body Modification and Seflf-esteem. Pine Hill House Chicago, USA
Eseadi, C.; Bamidele, O & Oluwatosin, O. (2022). Assessing school engagement intervention dataset of Nigerian pre-service TVET teachers. Frontiers in Educational Psychology, 13, 946001.
Ferrara, P.; Chan, L & Patmore, B. (2019). Physical, psychological, and social impact of school violence on children. Italian Journal of Pediatrics, 45(1), 76.
Gupta, S. (2025). Effective methods to minimize school violence and ensure student safety. Verywell Mind.
Muzenda, A. (2023). Lecturers’ competences and students’ academic performance. International Journal of Humanities and Social Science Invention, 3(1), 6-13.
Ogunjimi, M. O., & Lawal, B. M. (2020). Assessment of lecturers’ perceptions of postgraduate students’ academic motivation and emotions in South-West, Nigeria. Anatolian Journal of Education, 5(2), 51-58.
Omoregie, (2020). Trend, Motivation and Complications of Body Piercing among Undergraduates Students in Edo State Universities. Journal of Advance Psychology.
Rosabel, R.S (2023). Ear Piercing Attitude and Self-esteem among the Gen-Z. Psychological Bulletin. Pp. 233 – 239
Tayo, B. (2017). Nigerian secondary schools and students’ attitudes towards lecturers. Reviews, 2(7), 165.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Dr. Urien, James, Ogaga, Christopher
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution (CC-BY) 4.0 License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
