BULLYING, EMOTIONAL REGULATION AND SOCIAL-EMOTIONAL COMPETENCE AMONG UNIVERSITY STUDENTS

Abstract

This study examines the relationship between emotional regulation, social-emotional competence, and bullying victimization and perpetration among university students. It compares students from urban and rural environments and evaluates the effectiveness of Social-Emotional Learning (SEL) interventions for those affected by bullying. A sample of 300 undergraduate and master’s students from Faisalabad. The findings reveal that bullying is negatively correlated with social-emotional competence, including self-awareness and emotional regulation. Urban students showed lower social-emotional competence than rural students, potentially due to stressors like competition and isolation. SEL interventions were effective in improving students' emotional regulation and interpersonal skills. The study suggests that targeted SEL programs are crucial for both urban and rural students to address emotional challenges. Keywords: Bullying, Emotional Regulation, Social-Emotional Competence, Social-Emotional Learning (SEL), University Students.