Bullying, Academic Achievement and Social Behavior

among university students

Presented By: Ayesha Tariq

M.Phil. Scholar, Department of Psychology
Riphah International University Faisalabad

2nd Author: Dr. Luqman Khan 3rd Author: Dr. Shammem Akhtar
Associate Professor and Head of the Assistant Professor Department of
Department of Psychology Psychology
Riphah International University University of Management and
Faisalabad Campus Technology Sialkot
 INTRODUCTION  Rationale of the Study

● Youth bullying is a serious issue affecting social functioning and well-being. While common in teenage
relationships, it risks healthy development. Studies show boys face physical harm and threats, while girls
deal with name-calling and rumors. Bullying is prevalent in educational environments worldwide,
impacting vulnerable university students.
● Understanding bullying's prevalence and effects on university students is crucial. It negatively impacts
academic performance and social interactions, causing lower grades, absenteeism, low self-esteem, and
loneliness. Addressing bullying can improve academic and social outcomes. This study aims to close the
research gap by examining bullying's types, prevalence, and effects on learning and social behavior,
considering factors like age, gender, and social support. This can help create supportive and healthy
academic environments.
 INTRODUCTION  Research Objectives

1. To examine the relationship between bullying and academic achievement among

university students.
2. To examine the relationship between bullying and social behavior among
university students.
3. To examine whether bullying significantly predicts academic achievement
among university students.
4. To examine whether bullying significantly predicts social behavior among
university students.
5. To examine the gender differences in term of bullying, academic achievement
and social behavior among university students.
 INTRODUCTION  Research Hypothesis

1. There would be significant relationship between bullying and academic

achievement among university students.
2. There would be significant relationship between bullying and social behavior
among university students.
3. Bullying would be significant predictor of academic achievement among
university students.
4. Bullying would be significant predictor of social behavior among university
students.
5. Gender differences would exhibit significant differences on bullying, academic
achievement and social behavior among university students.
INTRODUCTION  Conceptual Framework

Academic
DV
Achievement
IV Bullying
Social
DV
Behavior
 Research Methodology

• Sample Size: 250 students (ages 18-25, both genders) from Faisalabad universities. G-power software
determined a sample size with a statistical power of 95.01%.
• Sampling Technique: The study used convenience sampling, a non-probability method where
participants are selected based on ease of access, availability, and willingness to participate.
• Research Design: The study used a correlational design to explore relationships between variables,
without manipulating them.
• Data Analysis: The study used SPSS 26 to analyze data on bullying, Academic Achievement and
social behavior among university students. It employed regression analysis, t-tests, and Pearson
correlation, along with descriptive statistics for data overview.
 Research Questionnaire

● Research Questionnaire: In the current study following questionnaire will

used.
1. Bullying Questionnaire (Gall Dore, 2015)
2. Academic Performance Scale (McGregory et al., 2015)
3. Social Behavior Questionnaire (Ledley et al., 1997)
4. Informed Consent & Demographic Sheet.
Table 1: Frequencies & Percentages of Demographic Variables (N= 250)

Characteristics f %
The demographic data show that the respondents
Gender Male 121 48.4
consist of 48.4% males and 51.6% females, primarily Female 129 51.6
Age 18 – 22 162 64.8
aged 18-22 (64.8%). Educationally, 82.8% hold a
23 – 30 88 35.2
BS/MA/MSc, with 17.2% having an MS/MPhil. In Qualification BS/MA/MSc 207 82.8
MS/MPhil 43 17.2
terms of family systems, 42.8% are from joint Family System Joint 107 42.8
Nuclear 143 57.2
families, while 57.2% are from nuclear families.
Occupation Student 222 88.8
Most respondents are students (88.8%), and the rest Employed 28 11,2
Father Businessman 81 32.4
are employed. Fathers' occupations include
Occupation Labor 8 3.2
businessmen (32.4%), labors (3.2%), Govt. Govt. Employ 19 7.6
Other 142 56.8
Employees (7.6%) and others are (56.8%) while Mother House wife 217 86.8

86.8% of mothers are housewives. Occupation Employed 33 13.2

Table 2: Cronbach’s Alpha for the Research Measures (N = 250)

Research Measures α Items

Bullying Questionnaire .77 12
Academic Performance Scale .81 8
Social Behavior Questionnaire .62 27

The study used several scales, including the Bullying Questionnaire (α = .77) with 12
items, the Academic Performance Scale (α = .81) with 8 items, and the Social
Behavior Questionnaire (α = .62) with 27 items, to measure various aspects of the
participants' behaviors and outcomes.
Table 3: Descriptive Statistics of the Study Variables (N = 250)

Variables M SD Skewness Kurtosis

BQ 27.51 3.11 .31 -.42
SBQ 65.59 9.37 -.47 -.02
APS 39.78 7.39 -.16 1.49

The descriptive statistics for the study's variables indicate that the mean (M) and standard
deviation (SD) for the Bullying Questionnaire (BQ) are 27.51 and 3.11, respectively, with a
skewness of .31 and kurtosis of -.42. For the Social Behavior Questionnaire (SBQ), the M is
65.59 and SD is 9.37, with a skewness of -0.47 and kurtosis of -.02. The Academic
Performance Scale (APS) has a mean of 39.78, SD of 7.39, skewness of -0.16, and kurtosis
of 1.49.
Table 4: Inter correlation between study variables (N = 250)

Measures BQ APS

Bullying - .445**

Academic Achievement - -

The correlation between the studied variables is shown in the above table.
Bullying and Academic Achievement have a positive and significant link (r =
.445**, p < .01). Bullying and Academic Achievement among university
students are favorably correlated. Consequently, our theory is accepted .
Table 5: Inter correlation between study variables: Bullying and Social
Behavior (N = 250)

Measures BQ SBQ
Bullying - .123**
Social Behavior - -

The correlation between the studied variables is shown in the above table.
Bullying and social behavior have a positive and substantial connection (r
= .123**, p < .01), suggesting that bullying and social behavior are positively
associated among college students. Thus, our theory is confirmed.
Table 6: Bullying would be significant predictor of academic achievement
and social behaviour among university students (N = 250)
Model B SE β t Sig R2 Adjusted F
R2
Constant 23.181 1.272 - 18.224 .000 - - -
BQt .316 .040 .445 7.819 .000 .198 .195 61.142
AAt .316 0.040 .445 7.819 .000 - - -
SBt -.091 .046 -.123 -1.955 .052 - - -

The regression analysis results reveal a significant model predicting the outcome variable. The constant
value is 23.181 with a standard error (SE) of 1.272, and its t-value of 18.224 is highly significant (p = .000).
The model's predictive power is indicated by an R² value of .198 and an adjusted R² of .195, suggesting that
approximately 19.5% of the variance in the dependent variable is explained by the independent variables in
the model. The F-statistic of 61.142, also significant (p = .000), confirms that the model fits the data well.
Regarding the individual predictors, the variable BQt shows a significant positive relationship with the
outcome (B = .316, SE = .040, β = .445), with a t-value of 7.819 (p = .000). Similarly, AAt also has a
significant positive effect (B = .316, SE = .040, β = .445), with the same t-value and significance level. On
the other hand, SBt exhibits a negative but marginally non-significant relationship with the outcome (B =
-.091, SE = .046, β = -.123), with a t-value of -1.955 (p = .052), suggesting that this effect is not strongly
supported by the data.
 Table 7: A comparison based on gender differences, Bullying, Academic
Achievement and Social Behavior among University Students (250)
Variables Male Female
(N = 101) (N =149) 95% of CI
M SD M SD t LL UL Cohen’s d
BQ 28.79 9.45 26.64 8.90 1.85 -.14 -4.44 .23
APS 30.83 5.64 31.71 4.93 -1.31 -2.19 .44 .17
SBQ 65.96 7.45 65.48 8.77 .463 -1.56 2.51 .06

The study found minimal gender differences in most scales, with males and females
scoring similarly on the Bullying Questionnaire (BQ), Academic Performance Scale
(APS) and Social Behavior Questionnaire (SBQ), where females scored higher (M =
26.64, SD = 8.90) than males (M = 28.79, SD = 9.45), with a significant effect size
(Cohen’s d = 0.23).
 Conclusion

● This study emphasizes the significant impact of bullying on university

students' academic performance and social behavior, highlighting the need
for proactive prevention and intervention. The findings show that bullying
leads to social isolation, reduced empathy, and lower academic
achievement. It also has lasting effects on mental health and well-being.
Schools and educators must prioritize creating a safe and supportive
environment by offering resources and fostering a culture of empathy and
respect to mitigate these negative impacts and promote positive outcomes
for all students.
 Limitation

● Other variables that could affect the correlation between bullying, academic
performance, and social behavior were not accounted for in the study.
● The study's sample size was limited, potentially limiting its
representativeness across the student population.
● The study utilized self-reported data, which may introduce biases and
accuracy concerns.
● The study exclusively employed survey methodology, possibly overlooking
the intricacies of the issue.
● Lack of longitudinal approach: The study was cross-sectional and did not
explore the enduring impacts of bullying over time.
 Implication
● Universities need to prioritize the establishment of a secure and nurturing
learning environment by implementing proactive measures to prevent and
manage bullying.
● Universities should offer resources and support services, such as
counseling and peer support groups, for students affected by bullying.
● Policymakers should evaluate the implementation of policies and initiatives
aimed at addressing bullying within higher education.
● The study underscores the significance of adopting evidence-based
bullying prevention programs within universities.
● The study proposes that future research should investigate bullying across
diverse populations, including students with disabilities or those identifying
as LGBTQ+.
 Reccommendation

● Universities should periodically conduct surveys to evaluate the prevalence of bullying

and its impacts on students.
● Universities should develop explicit policies and protocols for reporting and addressing
incidents of bullying.
● Universities should provide counseling and peer support services to students affected by
bullying.
● Universities should establish transparent procedures and guidelines for addressing
instances of bullying.
● Universities should offer counseling and peer support services to students who encounter
bullying.