Objective: The aim of the present study was to investigate the relationship between Alexithymia and academic performance mediated by college adjustment and traditional / cyber bullying in students.
Method: The research adopted a coorelational design using structural equation modeling and the statistical population of the study included university students who were selected by convenience sampling method and responded to Patchin & Hinduja 's (2011) Bullying scale, Bagby et al.'s Toronto Alexithymia Scale (1994), and Baker & Siryk's (1984) Adjustment to College Questionnaire. The students' final semester grade point average was used to measure the academic performance variable. The obtained data were analyzed by Pearson's correlation coefficient test and structural equations using SPSS 24 and Amos 23 software.
Results: The results showed that Alexithymia, college adjustment, and bullying have a direct effect on academic performance. Also, Alexithymia have an indirect effect on students' academic performance through the mediation of college adjustment and bullying. The research model was also confirmed and the results showed that the research model has a good fit for the variables and 49% of the variance in academic performance was explained by the research variables.
Conclusions: With regard to the findings of this study, it can be stated that the final research model has a good fit, and therefore, awareness of educational professionals such as professors and education specialists can prevent social and emotional harm and increase students' academic performance.