The Mediating Role of Social Isolation in the Relationship between School Bullying and Academic Commitment among Lower Secondary Students in Babylon, Iraq

Abstract

This study aimed to determine the mediating role of social isolation in the relationship between school bullying and academic commitment among lower secondary students in the city of Babylon, Iraq. The research method was correlational, and the statistical population consisted of lower secondary school students in Babylon, Iraq, during the spring of 2024. From this population, 368 students were selected through convenience sampling and responded to three instruments: the Academic Commitment Questionnaire (Huenemann-Vogel & Roby, 2015), the School Bullying Questionnaire (Álvarez Marín et al., 2022), and the Social Isolation Questionnaire (Chelabi & Amirkafi, 2004). The data were analyzed using Pearson correlation coefficient and structural equation modeling (SEM) through SPSS version 26 and AMOS version 26. The results indicated that school bullying was significantly associated with both social isolation and academic commitment, and that social isolation was significantly related to academic commitment (p < .05). The structural equation modeling results showed that social isolation served as a full mediating variable in the relationship between school bullying and academic commitment.

Based on the findings of the present study, it is essential to consider the role of school bullying and social isolation in academic commitment and to implement measures aimed at enhancing students’ level of academic commitment.