Published Paper Details:

Educational process of development occurs in a physical, social, cultural and psychological environment in the school as well as the home environment and centered on academic achievement of students. However, it is not admissible that when the students are involved in anti social behaviour it causes physical and/or psychological disturbances in their development process. Aggressiveness in schools is a universal problem. Bullying and victimization represent different types of involvement in violent situations during childhood and adolescence. Objectives: The present study aimed to compare dimensions of bullying behaviour (physical, verbal, relational and cyber) and academic achievement between government-aided and private secondary school students of Varanasi district. Sampling: 400 samples (200 government-aided and 200 private) were selected randomly studying in class 9th to 12th of Secondary Schools of Varanasi city. Tool used: Self made tool named Bullying Behaviour Assessment Questionnaire (BBAQ) was used for data collection. Statistics analysis: F-value has been calculated for the analysis of the data and Post-hoc test was used to know the specific difference between levels of bullying behaviour and academic achievement. Result and Conclusion: It was found that there exists a significant difference between levels of physical, verbal, relational and cyber bullying behaviour and academic achievement among private secondary school students. There exists no significant difference between levels of physical, verbal, relational and cyber bullying behaviour and academic achievement among government-aided secondary school students of Varanasi district.