Construction, Validity and Reliability of Academic Self-Defeating Behaviour Questionnaire in Adolescents

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Ajdarbin Bahareh; Abolmaalial Hosseini Khadijeh; GHORBAN JAHROMI REZA; DORTAJ FARIBORZ

Title

Construction, Validity and Reliability of Academic Self-Defeating Behaviour Questionnaire in Adolescents

Author(s)

Ajdarbin Bahareh | Abolmaalial Hosseini Khadijeh | GHORBAN JAHROMI REZA | DORTAJ FARIBORZ | Issue Writer Certificate

Keywords

Academic Self-defeatingBehaviour

Factor analysis

Reliability

Validity

Abstract

Introduction and Objectives: Conscious and deliberate behaviours that despite of positive consequences finally led to failure are called self-defeating behaviours. The major aim of the current research was “, Construction, Reliability and Validity of Academic Self-defeating Behaviour Questionnaire in Adolescents”, . Materials and Methods: In this descriptive survey study the statistical population included the secondary school students in Tehran in the academic year 2020-2021. The research sample included a total of 1265 person (548 boys and 717 girls) that selected by cluster random sampling methods. To develop the questionnaire, we reviewed previous studies of Academic Self-defeating Behaviour, Cunningham Self-defeating Behavior Questionnaire (54) and investigating components based on theoretical literature. To evaluate the construct Validity, data were divided into two groups (633 and 632 people). The first half data were used for exploratory Factor analysis and the second half data were used for confirmatory Factor analysis. Results: The results of exploratory Factor analysis showed that 35 items have high loading on 3 factors, included "procrastination/self-handicapping, " "inability to goal orientation/performance, " and "inaccurate self-assessment, " which together explained 0/38 of the total variance of questionnaire. After combining the items, confirmatory Factor analysis showed that the model has a good fit with the data. Too the internal consistency of the total questionnaire was obtained 0. 85. Discussion and Conclusion: The present questionnaire was developed to investigate academic self-defeating behaviour and our findings revealed that the mentioned questionnaire met desirable Validity and Reliability, so that it can be used along with other diagnostic tools to assess academic self-defeating behaviour. Extended Abstract Introduction Conscious and deliberate behaviors that lead to failure or harming oneself with a negative effect on well-being are called self-defeating behaviors. Although those involving these behaviors are permanently looking for positive consequences, they will face the negative ones in the long term (5). Renn, Allen, Fedro, and Davis (6) believe that self-defeating behavior will result in the following problems: procrastination, inaccurate self-assessment, self-handicapping, emotional self-absorption, escalation of commitment, and inability to delay gratification (7). In Cunningham’, s inventory, some components weren’, t assessed, such as inability to self-regulation, low self-esteem, an inability to goal orientation for academic self-defeating behaviors. There was a comprehensive test that covered all these dimensions. So, in the present study to cover all components that referred in the theoretical literature to defining self-defeating, it is used other tools that, combined with Cunningham’, s inventory, can present a relative comprehensive size of academic self-defeating behaviors. So, the researchers in the present study used Cunningham’, s inventory, Cooper Smith Self-Esteem inventory to examine self-esteem components, Elliot & McGregor’, s goal orientation questionnaire to examine inability in goal orientation, and Tangeny and et al. (2004) self-control questionnaire to examine self-regulation. Regarding the important role that academic self-defeating behaviors play in learning, the researchers decided to perform the research titled: “, Construction, Reliability, and Validity of Academic Self-defeating Behaviour questionnaire”,on statistical population students who study in the 10th, 11th, and 12th grades of high school in Tehran. Materials and Methods The present study was a kind of descriptive survey and applied research. The statistical population was 1256 girls (717) and boys (548) 10th, 11th, and 12th grades of high school in Tehran in the academic year 1399-1400 that choose by clustering sampling. The components of the survey are collected through several questionnaires: 1. Cunningham self-defeating inventory (SDBC), such as procrastination, self-handicapping, inaccurate self-assessment, escalation commitment, inability to delay gratification, emotional self-absorption. 2. Decision-Making Style inventory (60) 3. Self-esteem inventory (55) 4. Goal orientation questionnaire (56), 5. Procrastination (61), Self-control questionnaire (57). In the first stage, it is a prepared questionnaire with 50 components, and it is designed based on LikertScale (completely disagree to completely agree). After primary implementation and examination by professionals and researchers, it is reduced to 38 items. It is used face and content and constructs Validity (confirmatory and exploratory analysis) and Cronbach’, salpha respectively to Validity and Reliability. Findings The self-defeating questionnaire included 38 components after analyzing and primary evaluating and modifying inappropriate components. To analyze the data, at first, the construct Validity was approved through exploratory Factor analysis (PCA). KMO index calculated 0/901 to examine sampling quality, and Bartlett’, s Test of sphericity is significant statistically that indicated approving implementing exploratory Factor analysis. The analysis results showed that nine components are higher than one that inferring the 55/23 percent of the total variance. But the result of the scree test supported three factors. For the second time, it used Varimax rotation,three components were deleted because of a lack of factor load higher than 0. 4 on three extracted factors. The fit indexes weren’, t good at the first time except for RMSEA. After using exploratory Factor analysis through integrating components, again it used confirmatory Factor analysis by AMOS 24 and ML, and the fit indexes indicated proportionality of model to collected data. (x2/df=4/87, CFI= 0/903, GFI= 0/913, AGFI = 0/872, RMSEA = 0/078). The results based on confirmatory and exploratory Factor analysis showed that extracted factors inferred the test’, s variance reasonably. The internal consistency of the questionnaire and its components for the first, second, and third components were 0/91, 0/71, 0/62, respectively, and the total Cronbach’, s Alpha coefficient was 0/85. Also, the findings showed that self-defeating questionnaire got an appropriate internal consistency, and there is a positive and significant correlation between components that indicate optimistic internal consistency. Discussion The results of the present study based on confirmatory and exploratory Factor analysis showed that the extracted factors from this questionnaire inferred well test’, s variance. The procrastination/ self-handicapping as the first factor from this questionnaire are correlated to components that its contents included features such as procrastinating, preparing for the test, avoidance of decision making, controlling on yourself (thinking, emotions, impact, performance), inability feeling, drowning in social commitment, creating obstacles to succeeding, focus on perception. The second factor was the inability to performing/goal orientation with regard to related concepts to academic self-defeating behaviors. The factor was correlated to components that included emphasizing excelling, done tasks better than others, lack of mental and practical independence of decision-maker, and it isn’, t examined in Cunningham’, s inventory. Finally, the third factor was inaccurate self-assessment and is related to components that included social self-esteem, total self-esteem, and academic self-esteem. Conclusion The present study examined the constructing and validating academic self-defeating behaviors questionnaire in the 10th, 11th, and 12th grades of high school in Tehran. The extracted factors from the questionnaire included: procrastination/ self-handicapping, inability to perform/ goal orientation, inaccurate self-assessment can infer the dimension of academic self-defeating behaviors. It is a token account of literature and contents of components to entitling extracted factoring. It is noted that briefing and comprehensive components included noted concepts in conceptual literature and it is implemented easily individually or collectively and applied easily to research activities as its advantage. Ethical Considerations Compliance with ethical guidelines The present study received an ethical code (IR. IAU. SRB. REC. 1399. 200) from Ethics Committee in Research from Islamic Azad University, Science and Research Branch before performing the questionnaire. Besides, the authors were committed to regarding the ethical principles and the participants’,content to take part in the study during the research. Funding No funding. Authors’,contributions Author and Researcher: BaharehAjdarbin, in cooperation with the Supervisor and Advisor of doctoral dissertations Conflict of Interests The authors declared no conflict of interest.

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APA: Copy

Ajdarbin, Bahareh, Abolmaalial Hosseini, Khadijeh, GHORBAN JAHROMI, REZA, & DORTAJ, FARIBORZ. (2022). Construction, Validity and Reliability of Academic Self-Defeating Behaviour Questionnaire in Adolescents. JOURNAL OF PSYCHOLOGICAL MODELS AND METHODS, 13(47 ), 81-100. SID. https://sid.ir/paper/999930/en

Vancouver: Copy

Ajdarbin Bahareh, Abolmaalial Hosseini Khadijeh, GHORBAN JAHROMI REZA, DORTAJ FARIBORZ. Construction, Validity and Reliability of Academic Self-Defeating Behaviour Questionnaire in Adolescents. JOURNAL OF PSYCHOLOGICAL MODELS AND METHODS[Internet]. 2022;13(47 ):81-100. Available from: https://sid.ir/paper/999930/en

IEEE: Copy

Bahareh Ajdarbin, Khadijeh Abolmaalial Hosseini, REZA GHORBAN JAHROMI, and FARIBORZ DORTAJ, “Construction, Validity and Reliability of Academic Self-Defeating Behaviour Questionnaire in Adolescents,” JOURNAL OF PSYCHOLOGICAL MODELS AND METHODS, vol. 13, no. 47 , pp. 81–100, 2022, [Online]. Available: https://sid.ir/paper/999930/en

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Scientific Information Database

ISSN: 2588-4824

Journal Paper

Construction, Validity and Reliability of Academic Self-Defeating Behaviour Questionnaire in Adolescents