PSYCHOLOGICAL

This study examined the relationship between work-life balance and psychological well- being among university lecturers in Benin City, with a particular focus on the University of Benin. The study specifically explored how work interference with personal life, personal life interference with work, and work/personal life enhancement influence lecturers’ psychological well-being. A descriptive survey design was adopted, and data were collected from 100 lecturers using a structured questionnaire. The reliability of the instrument was established through a pilot test, while the data collected were analyzed using descriptive statistics, correlation, and multiple regression techniques at a 0.05 level of significance. The findings revealed that lecturers generally experience a moderate to high level of psychological well-being (M = 4.00, SD = 0.55), with purpose in life and self-acceptance emerging as the most dominant dimensions. Among the components of work-life balance, work/personal life enhancement recorded the highest mean score (M = 4.28, SD = 0.59), indicating that many lecturers derive fulfillment and personal growth from their work. Conversely, work interference with personal life showed a significant negative relationship with psychological well-being (β = –0.269, p = 0.028), suggesting that excessive work demands adversely affect lecturers’ mental health. The regression analysis showed that the three dimensions of work-life balance jointly accounted for 25.5% of the variance in psychological well-being (R² = 0.255, p < 0.05), with work/personal life enhancement exerting the strongest positive influence (β = 0.333, p = 0.001). The study concludes that lecturers’ psychological well-being is largely shaped by the degree of harmony between their professional and personal lives. It recommends that university management adopt policies that promote flexible work schedules, equitable workload distribution, and psychosocial support systems to help lecturers maintain a healthy balance between work and life.

This study examined the impact of sexual content on social media on the psychological and social life of students at the University of Benin. The research adopted a descriptive survey design and utilized a structured questionnaire administered to 100 undergraduate respondents across various faculties. The studysought to determine the extent of students’ exposure to sexual content, the common types encountered, and how such exposure influences their behavior, mental health, and academic performance. Findings revealed that students are highly exposed to sexual content on platforms such as TikTok, Instagram, and Snapchat. The most prevalent forms of content include nude images, sexually suggestive videos, and romantic skits. Exposure to such materials was found to significantly influence students’ attitudes, leading to increased curiosity, anxiety, self-comparison, and changes in social behavior. Moreover, frequent exposure was negatively associated with academic performance due to distraction and reduced study concentration. The study further established that social workers play a vital role in mitigating these effects through counseling, digital literacy programs, and awareness campaigns on responsible media use. It concludes that while social media serves as an important communication and educational tool, unregulated access to sexual content poses serious psychological and academic risks to students. The study recommends that the University should strengthen digital literacy education, enhance counseling services, and engage social workers in promoting safe and healthy media consumption among students.