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Relationship between Bullying and Behavior Problems (Anxiety, Depression, Stress) among Adolescence: Impact on Academic Performance

By Ammara Asif

Foundation University, Pakistan

Psychology

Published: Jul 23, 2016 | pg. no: 1-38

Abstract: The present study examined the relationship between bullying and behavior problems (anxiety, depression, stress) among adolescents and impact of these variables on academic performance. Sample of 200 students including 25 female students and 25 male students from 9th to 12 grades were selected for the present study. The age of the sample ranged from 13 to 18 years. Illinois Bullying Scale (Espelage, 2002) and DASS by (Lovibond, 1995) were used to measure the constructs. Pearson correlation revealed that academic achievement negatively correlated with study variables. This relationship was significant with bully(r = -.67, p< .001), depression (r = -.18, p< .05), and stress (r = -.22, p < .01). Construct of bullying and behavior problems demonstrated positive correlation. Multiple regression analysis displayed bully as significant positive predictor of depression (? = .25, p< .01) anxiety (? = .32, p< .001) and stress (? = .27, p< .01), whereas fight behavior significantly and positively predicted anxiety (? = .24, p< .01) and stress (? = .19, p< .05). Victim behavior was also found to be significant predictor of depression (? = .16, p< .05) and stress (? = .28, p< .01). In order to predict academic achievement multiple regression was separately computed, which demonstrated bully, fight, victim behaviors (F = 3.49, p< .01) and stress as significant negative predictors (F = 11.32, p< .001) of academic achievement. T-test revealed bully (t = 3.78, p< .001), fight (t = 4.85, p< .001), and victim (t = 3.80, p < .001) showed significant gender difference, whereas non significant differences were observed on behavior problem i.e. depression, anxiety, stress and academic achievement. Finally one way ANOVA showed that except victim significant grade/class differences were found on all the variables.

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