Presenting a model of Alexithymia with academic performance mediated college adjustment and traditional / cyberbullying in university students

The aim of the present study was to investigate the relationship between mood dysregulation and academic performance, mediated by academic adjustment and traditional/cyber bullying, in university students. The research method was correlational using structural equation modeling. The statistical population consisted of university students, from whom ۲۸۹ students were selected using convenience sampling. Participants completed the Patchin and Hinduja Bullying Questionnaire (۲۰۱۱), the Toronto Mood Dysregulation Scale (Bagby et al., ۱۹۹۴), and the Baker and Siryk Academic Adjustment Questionnaire (۱۹۸۴). Students' end-of-semester grade point averages were used to measure academic performance. The collected data were analyzed using Pearson correlation coefficient tests and structural equation modeling with SPSS ۲۴ and Amos ۲۳. The results showed that mood dysregulation, academic adjustment, and bullying had direct effects on academic performance. Furthermore, mood dysregulation had an indirect effect on students' academic performance through the mediation of academic adjustment and bullying. The proposed research model was confirmed, and the results indicated that the model had a good fit, with the research variables explaining ۴۹% of the variance in academic performance. In conclusion, the final research model demonstrated a good fit; therefore, raising awareness among educational stakeholders such as professors and education specialists can help prevent social and emotional harms and improve students' academic performance.

کلیدواژه ها:

academic adjustment ، Academic performance ، Traditional/cyber bullying ، Mood dysregulation ، university student