Self-Sabotaging Tendencies and Their Impact on Students’ Mental Health: A Study on the Mediating Role of Self-Efficacy

Abstract

In today’s highly competitive academic setting, university students are increasingly vulnerable to developing self-sabotaging tendencies, which can have a harmful impact on their mental health. This study explores the relationship between self-sabotaging tendencies and mental health among university students, with particular emphasis on the mediating role of self-efficacy. Data were collected from 600 students using a convenience sampling technique. Mental health was assessed using the Warwick-Edinburgh Mental Well-being Scale (WEMWBS), self-sabotaging tendencies were measured through the Self-Sabotage Assessment Questionnaire (SSAQ), and self-efficacy was evaluated using the General Self-Efficacy Scale (GSE). The results demonstrated a significant negative correlation between self-sabotaging tendencies and mental health, suggesting that greater self-sabotage is linked to poorer psychological well-being. Mediation analysis further revealed that self-efficacy partially explains this relationship. These results highlight how crucial it is to implement interventions that lower self-destructive behaviors and boost self-efficacy in order to improve students' mental health and general wellbeing. The study offers practical implications for supporting students in competitive academic settings.