A Study to Assess the Bully Behavior and Academic Performance among Male Adolescents in Selected Areas at Gonda

Bully behavior is unwanted, aggressive behavior among school aged children that involves a real or perceived power imbalance. The behavior is repeated, or has the potential to be repeated, over time. Bully behavior includes actions such as making threats, spreading rumors, attacking someone physically or verbally, and excluding someone from a group on purpose. Although most children recover from school bullying, many adults say that childhood bullying has blighted their later lives - including their education, jobs, relationships and mental health.

1) To assess bully behavior of male adolescents, 2) To assess the level of academic performance of male adolescents, 3) To correlation between bully behavior with academic performance of male adolescents, 4) To associate demographic variables with the bully behavior and academic performance of male adolescents.

H0: There will be no significant relationship between bully behavior and academic performance of male adolescents. H1: There will be a significant relationship between bully behavior and academic performance of male adolescents.

The framework of the study was adopted from Betty Newman's system model. Descriptive survey design was used. Simple random sampling technique was followed. The sample size was 50. The data was collected with demographic data, Questionnaire on the bully behavior of male adolescents and Questionnaire on the academic performance of male adolescents. Pilot study conducted on 16/10/2014. From the pilot study the questionnaire was revealed as feasible. The cronbach's alpha reliability test shows the values are more than 0.7, which shows the tools are reliable.

This study shows that 28% of were having high level of bully behavior and good academic performance. The mean score of bully behavior among male adolescents was 15.20 with SD 4.328 and the mean score of academic performance of male adolescents was 5.88 with SD 1.118. The obtained Pearson correlation value was.054 which is less than the table value.710. It shows that there was no significant relationship between bully behavior and academic performance, the null hypothesis is accepted. There is a significant association between family incomes with bully behavior. There is no significant association between demographic variables with academic performance.

There is no significant relationship between Bully behavior and Academic performance of the adults. Increased awareness and openness about the presence of bullying in any organization is relatively recent. Strong bullying policies are needed to offer realistic strategies for tackling bullying in schools and for maintaining the good academic performance.