The Impact of Academic Bullying on Students’ Academic Performance: Mediated by Self-Efficacy and Psychological Distress and Moderated by Perceived Institutional Support

This study investigates how academic bullying affects students’ academic performance, with self-efficacy and psychological distress acting as mediators and perceived institutional support serving as a moderator. Using a quantitative research approach, the research examines how bullying experiences influence students’ confidence, stress levels, and academic outcomes, while institutional support can buffer these effects. The findings provide insights for educators and policymakers to develop anti-bullying strategies, promote student well-being, and enhance academic performance through supportive institutional practices.

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