Impact of Bullying Distress on Educational Performance among Foreign University Students

Abstract

This study examined the impact of bullying distress on the educational performance of foreign university students in Pakistan and explored the related role of self-confidence. Data was collected from 230 international students representing diverse cultural and regional backgrounds. Using a cross-sectional correlational design. Participants completed three standardized instruments: the Forms of Bullying Scale (FBS), the Academic Performance Scale (APS), and a Self-Confidence Scale. All measures showed acceptable reliability (α = .71–.88). Pearson correlations revealed strong and significant associations: bullying distress was negatively related to academic performance (r = –.74, p < .01) and self-confidence (r = –.68, p < .01), while self-confidence was positively related to academic performance (r = .69, p < .01). Group analyses showed that male and low-income students reported higher bullying distress and lower performance than females and higher-SES peers. These results confirm that bullying distress statistically undermines academic achievement, whereas, self-confidence functions as a protective factor. The findings highlight the importance of institutional strategies that reduce bullying and strengthen psychological resources to improve both well-being and academic success among international students.