التنمُّر وعلاقته بالتحصيل الدراســــــــــــي لدى طلبة جامعة حائل

The study aimed to find out the relationship between bullying and academic achievement among students at the University of Hail. The researcher adopted the descriptive approach and used the following tools to achieve the goal of the study: a demographic data form for respondents (gender, age, average) and a bullying scale consisting of 27 items. The study was applied to (630) male and female students from the University of Hail who were randomly selected. The study reached the following results: There is a statistically significant negative correlation at the significance level (0.05) between verbal bullying, social bullying, and technological bullying as one of the dimensions of bullying and academic achievement. There is a statistically significant negative correlation at the significance level (0.01) between bullying and academic achievement. It also became clear that the level of bullying among the study sample was low, as the arithmetic mean value for the scale as a whole was (1.26), with a standard deviation of (0.24). There were statistically significant differences between the average scores of the research sample on the bullying scale and its dimensions due to the gender variable, and the differences were in favor of males. There are no statistically significant differences between the average scores of the research sample in each of (verbal bullying - technological bullying) depending on the age variable. While it became clear that there were statistically significant differences at the level of significance (0.05) between the average scores of the research sample on each of (social bullying - the scale as a whole) according to the age variable, it became clear that the differences were between students whose ages ranged between (18-20) years and students whose ages ranged Their ages are between (21-30) years in favor of the latter. Finally, it became clear that the bullying variable contributes to predicting academic achievement.