Bullying Behavior and Stress Levels: Does It Affect Students' Academic Performance?

Abstract

The present study aimed to examine the effects of bullying behavior and stress levels on academic performance of students. A quasi-experimental pretest-posttest control-grouped design was used. The population consisted of all the students of Yazd University, out of which a sample of 86 students was selected using the convenience sampling method. 57 and 29 students were randomly assigned to the experimental and control groups, respectively. After completing the performance evaluation instrument (Sudoku puzzle) as the pretest, the experimental group members underwent a 90-minute bullying behavior session. At the end of the session, the participants were asked to complete the parallel Sudoku puzzle and the Lakaev Academic Stress Response Scale (LASRS) (2009). The results of the study revealed that short-term bullying behavior has a positive effect on academic performance of students (p>0.05). No significant difference was found in students with different stress levels, indicating that stress plays no role in the effect of bullying behavior on academic performance of students (p<0.05). In general, the results revealed the positive effect of
bullying behavior on academic performance of students. The insight from this study can be used in educational and occupational settings.