Psychometric Properties of the Self-Defeating Behavior Scale for University Students: Insights for Foreign Language Learners

In the field of learning English as a Foreign Language (EFL), behaviors that undermine progress are known as self-defeating behaviors. These actions and attitudes create obstacles in acquiring the language and reflect a complicated mix of emotions and thoughts. Often, these issues arise after facing ongoing difficulties or tough situations, causing feelings of despair and powerlessness. This research aims to confirm the effectiveness of a psychometric tool for measuring self-defeating behavior in university students studying English as a Foreign Language (EFL). A descriptive research method was employed, and the tool was given to a group of 412 learners at the university level to test its reliability and accuracy in assessing self-defeating behaviors in this educational setting. Various statistical methods were used for data analysis, such as Confirmatory Factor Analysis, Exploratory Factor Analysis, Composite Reliability (CR), Cronbach’s alpha coefficient, and Pearson’s correlation coefficient. The results from these analyses demonstrated that the scale is highly valid in assessing self-defeating behaviors among the students who participated in the research. The analysis identified four unique aspects of self-defeating behavior: feelings of spiritual emptiness, self-hatred, perceptions of inadequacy, and psychological vulnerability. Consequently, the Self-Defeating Behavior Scale used in EFL classrooms shows a good level ofconstruct validity, internal consistency, and reliability over time. Thus, it is confirmed to be appropriate and dependable for application in this area. These results imply that the validated Self-Defeating Behavior Scale can be effectively used to recognize and tackle self-defeating behaviors in university students learning EFL, thereby aiding in enhancing both academic results and emotional health.