Easter College Incorporated

Easter Road, Guisad, Baguio City

A Research Proposal Requirement

in Practical Research 1
S.Y 2022-2023

Negative Effects of Self-Sabotaging Behaviors on Academic

Engagement of Grade 11 STEM Students at Easter College

Submitted By:

Aboslog, John Aristotle B.

Abgao, Kurt M.
Basil, Xavier F.
Basitan, Jeryvive A.
Claveria, Rayshiel S.
Fernandez, Abigael B.

Table of Contents
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Chapter 1: ……………………………………………………………………………...……3
A. Background of the study……………………………………………………………………3
B. Theoretical/Conceptual Framework………………………………………….…..……….4
C. Statement of the Problem……………...…………………………………………………..5
D. Scope and Limitations…………………………………………………...…………………5
E. Significance of the Study………………………………………….……………………..…5

Chapter 2: …………………………………………………………………..……………….7
A. Research Design………………………………………………………….……..…………7
B. Sampling Technique..................................................................................................7
C. Population and Locale…………………………………………………….………………8
D. Data Gathering Tools…………………………………………………….……………….8
E. Data Gathering Procedure…....………………………………………….………………9

Chapter 3: ………………………………………………………………………….………10
A. Review of Related Literature…………………………………………………………… 10

Chapter 4: ………………………………………………………………………………….12
A. Data Analysis………………………………………………………………………………12

Chapter 5: …………………………………………………………………………………14
A. Preliminary Conclusions………………………………..……………………….……….14
B. Summary………………………………………………………………..…………..……..14
C. Recommendations……………………………………………………..………..………..15
D. References……………………………………………………………..…………..……...16

CHAPTER I

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 INTRODUCTION

A. Background of the Study

This research aims to investigate the academic engagement of Grade 11 STEM
students at Easter College and to identify the negative effects of self-sabotaging
behaviors on their academic performance. "Academic engagement is critical for student
success and is characterized by a student's level of involvement, effort, and
commitment to academic activities and goals" (Fredricks et al., 2004).
According to a study by Fredricks et al. (2016), “academic engagement, which
involves students' participation and interest in academic tasks, is positively related to
academic achievement. However, some students engage in self-sabotaging behaviors
that can negatively impact their academic engagement and, ultimately, their academic
performance”. Senior High students are more likely than other age groups to develop
self-sabotaging behaviors, possibly due to the pressure and stress of meeting academic
standards, adjusting to adulthood, and social pressures. "Students who engage in self-
sabotaging behaviors are more likely to experience negative academic outcomes, such
as lower grades and higher dropout rates" (Tuckman, 2005).
Self-sabotage happens when their actions or thoughts hold them back from
accomplishing what they want. Sometimes, they do this without even realizing it
because often, self-sabotage can show up as subtle patterns such as procrastination or
fear of failure. But when they sabotage their self, the behavior and thought patterns they
engage in create obstacles to achieving their goals. When people sabotage their own
success, they are engaging in self-sabotage. Fear of failure, low self-esteem, or a lack
of confidence can all contribute to this behavior.
A study by Sirois and Pychyl (2013) found that procrastination, which is one form
of self-sabotaging behavior, is negatively associated with academic performance.
Moreover, a study by Rosen et al. (2013) showed that negative self-talk, another form of
self-sabotage, is associated with decreased academic performance and lower levels of
academic engagement. Therefore, it is important to investigate the prevalence of self-
sabotaging behaviors among Grade 11 STEM students at Easter College and their
impact on academic engagement and performance.

B. Conceptual Framework

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 The figure below presents the conceptual framework of the study. It consists of
two variables, Self-sabotage as Independent Variable and Academic Engagement as
Dependent Variable.
In the figure below shows that self-sabotaging as an independent variable shows
that this behavior has a big impact on the student’s academic performance. The figure
below shows that self-sabotaging behaviors can negatively impact students' academic
engagement and achievement. For further explanation, we need to better understand
the mechanisms behind these effects and develop effective interventions to help
students overcome self-sabotaging behaviors. This shows that this kind of behavior can
become a self-reinforcing cycle, with poor academic performance leading to decreased
motivation, increased self-criticism, and more self-sabotage. Thus, it is crucial to identify
and address these issues to support students in achieving their academic goals.
Another variable, academic engagement refers to the extent and intensity with
which students participate in and apply themselves to learning and other school
activities, as well as the supportive relationships and structures that exist to support
student engagement. It draws students into intense thinking activities like analyzing and
understanding concepts, rationalizing procedures, and deducing meaning. It involves
social interaction with peers and the teacher, in the form of exchanging experiences,
knowledge, opinions, and support.

What evidence exists to support the belief that

self-sabotaging behaviors have a negative impact
on student’s academic engagement?
Figure 1.
Self-sabotaging Academic What specific self-sabotaging
Behaviors Engagement behaviors are most commonly exhibited by Grade
(IV) (DV) 11 students at Easter College?

How do these behaviors impact their academic

engagement and performance?

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 C. Statement of the Problem
This study examines the detrimental impact of self-sabotage on Grade 11 STEM
students' academic engagement. Self-sabotaging behaviors can also have long-term
effects beyond academic performance. If left unchecked, they can negatively impact
students' personal and professional lives, including their future career prospects. The
student’s situation would become more complicated if this problem is not resolved.
The researchers would like to research mainly about:
The negative effects of self-sabotaging behaviors on the academic engagement
of Grade 11 STEM students of Easter College.
And specifically on the following questions:
1. What evidence exists to support the belief that self-sabotaging behaviors have a
negative impact on students’ academic engagement?
2. What specific self-sabotaging behaviors are most commonly exhibited by Grade 11
students at Easter College?
3. How do these behaviors impact their academic engagement and performance?

D. Scope and Limitations

This study focuses on the negative effects of self-sabotaging behaviors on the
academic engagement of Grade 11 STEM students at Easter College. The thoughts
and behaviors that emit block our own goals can be very subtle and cause much bigger
problems than individuals may realize. Such behaviors are often deeply ingrained and
can be difficult to identify and address without outside assistance. The study highlights
the importance of recognizing and addressing self-sabotaging behaviors in Grade 11
STEM students at Easter College, as these behaviors can have a significant impact on
academic engagement and ultimately, student success. The research will only focus on
Grade 11 STEM students at Easter College and may not be generalizable to other
academic contexts or student populations.

E. Significance of the Study

The purpose of this study, according to the researchers, is to learn more about
the effects of self-sabotage from the perspective of Easter College students. This study
aims to educate the students, parents, teachers, institute, and society, and aid them in
comprehending the effects on an individual. By identifying the specific behaviors and
thought patterns that lead to academic disengagement and underperformance,
educators and counselors can develop targeted interventions to address these issues.
Moreover, understanding the factors that contribute to self-sabotaging behaviors can
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also help educators recognize warning signs and intervene early to prevent more
severe problems from arising.
Addressing self-sabotaging behaviors among Grade 11 STEM students at Easter
College can lead to improved student outcomes. The findings from this research can be
generalized to inform interventions for similar populations in other institutions. This can
help educators and other institutions understand the challenges faced by Grade 11
STEM students and develop interventions that are tailored to the needs of their student
populations.
Researching the negative effects of self-sabotaging behaviors on Grade 11
STEM students' academic engagement at Easter College is a crucial undertaking. Such
research can provide valuable insights into the underlying factors that contribute to self-
sabotaging behaviors, help develop effective interventions, promote positive academic
engagement, and generalize findings to other institutions. Through this, students can be
better supported in achieving their full potential and be prepared for future success.
Moreover, the findings of this research can be shared with other academic institutions to
help more students.

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 CHAPTER II
RESEARCH METHODOLOGY

This chapter presents the research design and sampling and sampling
techniques, research instrument, data gathering procedure, and statistical technique. A
detailed discussion of the research process will be conducted to obtain the objectives of
this research study.

A. Research Design
This study utilizes the use of a phenomenological approach. The
phenomenological research design allows for an in-depth exploration of individuals'
experiences and perspectives related to a particular phenomenon, making it a suitable
approach for this study on the self-sabotaging behaviors of Grade 11 STEM students at
Easter College Incorporated. It enables the assessment of the distinctive experiences
and implications of self-sabotaging behaviors in the participants' academic
achievement. This methodology enables a thorough investigation of the participants'
subjective experiences and the meanings they assign to those experiences.

Overall, the phenomenological research approach is appropriate for this study

because it allows for a thorough examination of the participants' viewpoints and
experiences, enabling a deeper understanding of self-sabotaging behaviors in the
context of education.

B. Sampling Technique

Purposive sampling was chosen as the sampling technique for this study. This
method involves selecting participants based on criteria relevant to the research
questions, such as academic standing or self-reported instances of self-sabotaging
behavior. The justification for using purposive sampling in this study is that it enables a
targeted selection of participants who are most likely to offer insightful responses to the
research questions. It is crucial to choose participants who meet specific criteria
relevant to these topics, such as academic performance or self-reported instances of
self-sabotaging behavior, because the study's focus is on the academic engagement
and self-sabotaging behavior of Grade 11 STEM students.

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 C. Population and Locale

The participants in this study are Grade 11 STEM students at Easter College
Incorporated. The Grade 11 STEM students at Easter College were selected as the
intended participants for this study due to their relevance to the research question and
potential to provide meaningful insights. Their perspectives on academic engagement
and self-sabotaging behaviors, as the study's target audience, are expected to provide
valuable information that can help improve the academic performance and well-being of
students in similar settings. Their experiences can aid in identifying the factors that
influence academic engagement as well as the self-sabotaging behaviors that impede
academic progress. The sample size of this study will be 10 Grade 11 STEM students at
Easter College. This sample size is considered appropriate since the focus of the study
is qualitative and aims to gather in-depth insights into the participants' experiences and
perspectives.

The research will be undertaken at Easter College, where Grade 11 STEM

students will be recruited to participate in the study. The study will be conducted on-site
at the school. The school has been chosen as the research site because it has a large
population of Grade 11 STEM students and is accessible to researchers. Thus,
providing a one-of-a-kind opportunity to investigate academic engagement and self-
sabotaging behaviors in a specific context.

D. Data Gathering Tool

The researchers in this study chose in-depth interviews as the primary data
collection tool to gain a deeper understanding of participants' thoughts and feelings
regarding academic engagement and self-sabotaging behaviors because interviews
provide flexibility in the data collection process, allowing researchers to adapt their
questions and approach based on the responses of each participant. Furthermore,
interviews provide rich, detailed data that can be analyzed in depth to gain insights into
the research questions. The use of audio and video recordings will allow for a thorough
examination of the participants' perspectives and experiences with self-sabotaging
behaviors in their involvement and performance in school. This method of data
collection provides a more detailed and accurate account of the participant’s responses
and allows for a more in-depth analysis of the data.
Overall, the use of audio and video recordings of interviews creates a rich source
of data that can be analyzed in a variety of ways, giving valuable insights into the
experiences and perspectives of Grade 11 STEM students regarding academic
engagement and self-sabotage behaviors.

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 E. Data Gathering Procedure
The interviews will take place in a private and comfortable setting to encourage
participants to freely share their experiences and perspectives. The researcher will
obtain informed consent from the participants before the interviews, which will include
explaining the nature and purpose of the study, the confidentiality of their information,
and their right to withdraw from the study at any time. The researcher will also distribute
a demographic questionnaire to the participants to collect information on their age,
gender, academic performance, and other pertinent information. The interviews will be
carried out using a semi-structured interview guide comprised of open-ended questions
designed to elicit the participants' perspectives and experiences with academic
engagement and self-sabotaging behaviors. With the participants' permission, the
interviews will be audio and video recorded. The researcher will transcribe the audio
recordings verbatim, while the video recordings will be used for nonverbal cues and
additional data. The data will be securely stored and only the research team will have
access to it.

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 CHAPTER III
REVIEW OF RELATED LITERATURE

This chapter serves as a comprehensive discussion of the relevant literature and

research studies that are related or have some bearing or similarity to the present study.
The insights gained from this chapter provide the researchers with a robust background
and understanding of the research topic. By examining the findings of previous studies,
the researchers can identify gaps in the literature and develop research questions that
address the unique challenges faced by Grade 11 STEM students at Easter College.
The exploration of the negative impact of self-sabotaging behaviors on the
academic engagement of Grade 11 STEM students at Easter College can provide
valuable insights into the factors that affect student success. The resulting findings can
be beneficial not only for educators at Easter College but also for institutions that share
similar student populations.
Dr. Judy Ho, the author of Stop Self-Sabotage (2019), describes self-sabotage
as a biological response, once necessary for survival. She uses Kurt Lewin’s negative
aspects, creating competing forces. The approach dynamic is initiated by setting goals,
which releases dopamine. The avoidance dynamic is initiated by avoiding a threat,
including physical and psychological threats or perceived threats such as change. Self-
sabotage occurs when the desire to reduce threats exceeds the drive to reach goals
(Ho, 2019). Self-sabotaging behaviors can emanate from childhood models and
patterns, including a parent who lacked the confidence to succeed. The parent who
consistently warns a child to be careful at the playground may cause the child to
internalize the world as unsafe and exploration to be avoided. Being rejected or
neglected by a parent can cause low self-esteem and other negative self-image issues.
This can compel us to sabotage personal relationships to avoid further vulnerability and
rejection. We adopt behaviors that are initially considered adaptive for surviving
challenges; however, behaviors can become maladaptive when they continue long after
the challenge has passed.
According to Allaya Cooks-Campbell, the term sabotage means to deliberately
damage, block, or impair something so that it does not work as intended. Even though
we rarely block ourselves deliberately from getting what we want, we still might do or
say things to get in our way. To others, it can even seem deliberate. Self-sabotage is
when people do things that block their success or prevent them from accomplishing
their goals. It can happen consciously or unconsciously. Self-sabotaging behaviors can
affect our personal and professional success, as well as our mental health.

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 Although we usually talk about self-sabotaging behavior, it is also possible to
have self-sabotaging mindsets and patterns. Becoming aware of what causes self-
sabotage is key to breaking these patterns. Striving to be perfect might sound like a
good thing, but it often gets in the way of being effective.
Sirois and Pychyl (2013) conducted a study on self-sabotage and academic
procrastination. They found that individuals who engaged in self-sabotaging behaviors
were more likely to procrastinate and experience negative emotions such as anxiety
and guilt. Additionally, researchers have explored the relationship between self-
sabotage and mental health.
Wegner and Gold (1995) proposed the concept of "ironic processes of mental
control" to explain how attempts to suppress certain thoughts or behaviors can actually
increase their occurrence. This phenomenon can contribute to self-sabotage by
increasing the likelihood of engaging in self-defeating behaviors.

This research can contribute to the larger body of literature on self-sabotaging

behaviors and their negative impact on academic engagement. By shedding light on the
underlying psychological issues that drive self-sabotage, this research can help
educators to recognize and address these issues in their students. This, in turn, can
lead to more effective interventions that promote academic engagement and ultimately
improve student outcomes.

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 CHAPTER IV
DATA ANALYSIS

This chapter of the paper presents the data that will be gathered from the 10
Grade 11 STEM students at Easter College Incorporated who served as respondents of
this research. It also provides the analysis and interpretation of data that has been
organized.
Self-sabotaging behaviors refer to individual actions and decisions that prevent
one’s success and attempt to improve his/her performance (Akın, 2012). In the context
of education, these behaviors may include procrastination, lack of motivation, and
negative self-talk, among others. These behaviors may not only affect academic
engagement but also students' overall well-being. These behaviors are said to interfere
with individuals’ long-term goals and cause various problems in both personal life and
academic life (Sertel and Tanriögen, 2019). Such negative behaviors are
representations of students’ maladaptive engagement in academia that occur when they
get involved in behaviors like procrastination so they can use it as an excuse for their
poor performance (Collie et al., 2019). 
The researchers will conduct interviews with Grade 11 STEM students at Easter
College Incorporated to gain an understanding of their experiences and perceptions of
self-sabotage. The interview questions will be specifically crafted to elicit the students'
perspectives and experiences with self-sabotage and how it affects their academic
performance. By collecting this data, the researchers aim to identify the negative effects
of self-sabotaging behaviors exhibited by Grade 11 STEM students at Easter College.
This chapter will present a detailed overview of the information that will be gathered
from these interviews and how it will be analyzed to achieve the research objectives.
The data collection process for this study will involve conducting interviews with
the Grade 11 STEM students at Easter College Incorporated. The interviews will serve
as a means of gathering information on the student’s experiences with self-sabotaging
behaviors and how these behaviors affect their academic engagement. The researchers
hope to gain insights into the factors that contribute to self-sabotage and the impact that
it has on academic performance.
The data gathered from the interviews will be analyzed using context analysis.
This approach involves identifying patterns and themes in the participants' responses.
The data will be organized and coded to facilitate the identification of common themes
and patterns. This will include examining the participants' backgrounds, experiences,
and perspectives to understand how these factors influence their behavior and attitudes
toward academic engagement.

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In conclusion, this chapter will provide valuable insight into the data gathered from the
Grade 11 STEM students at Easter College Incorporated regarding self-sabotaging
behaviors and academic engagement. Through this research, the researchers hope to
provide a better understanding of the factors that contribute to self-sabotage and how it
affects academic performance.

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 CHAPTER V
Preliminary Conclusions, Summary, Recommendations

This chapter includes a summary of the research, a preliminary conclusion, and a

recommendation that will help in identifying the negative effects of self-sabotaging
behaviors on the academic engagement of Grade 11 STEM students at Easter College.

A. Preliminary Conclusion
Upon the beginning of this study on the negative effects of self-sabotaging
behaviors on the academic engagement of Grade 11 STEM students in Easter College,
the researchers aim to know the understanding, experiences, and perceptions of the
students on self-sabotaging behaviors. It is possible to conclude that self-sabotaging
behaviors have a detrimental effect on Grade 11 STEM students at Easter College
Incorporated's academic engagement and performance. These behaviors can create a
self-reinforcing cycle of poor academic performance, decreased motivation, and
increased self-criticism, leading to more self-sabotage. To help students overcome self-
sabotage and enhance their academic engagement and performance, interventions like
goal-setting, time-management techniques, and self-awareness training can be used.
The mechanisms underlying self-sabotage and the efficacy of interventions in
addressing this behavior can be further explored in future research.

B. Summary
This study is about the negative effects of self-sabotaging behaviors on the
academic engagement of grade 11 STEM students in Easter College. Self-sabotaging
behaviors refer to individual actions and decisions that prevent one’s success and
attempt to improve his/her performance. Academic engagement is critical for student
success and is characterized by a student's level of involvement, effort, and
commitment to academic activities and goals. Through the responses of the students,
the researchers will identify the experiences and perceptions of students on self-
sabotaging. The factors that we expect will affect the student’s academic performance
include anxiety, over-academic work, a lack of determination, and self-doubt. The
researchers will gain information on how self-sabotaging affects their academic
performances. Their success, failure, and involvement in school will be impacted by
these actions. Participants who often engaged in these behaviors will report feeling
stressed out and unpleasant feelings related to their academic work, which affected
their motivation and engagement levels.

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 C. Recommendation
As a successful result of the study on the negative effects of self-sabotaging
behaviors on academic engagement of Grade 11 STEM students in Easter College we
the researchers recommend you have more respondents. Having more respondents will
give a better result and the other factors that may affect the academic performances of
students will be identified. For the next researchers, we recommend you study the self-
sabotaging behavior of college students and the other factors that push them to
sabotage themselves. Future studies can investigate how self-sabotage behaviors
impact other areas of students' lives such as personal relationships, career aspirations,
and mental health. Conduct longitudinal studies to explore the long-term effects of self-
sabotage behaviors. It may be useful to track the academic and personal outcomes of
students who engage in self-sabotage behaviors over an extended period of time to
understand the long-term consequences of these behaviors. Future research on self-
sabotage behaviors can contribute to a better understanding of the factors that influence
academic engagement and achievement, as well as the development of effective
interventions to support students in achieving their academic goals.

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Potential of the concept, state of the evidence. Review of Educational Research,
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 Fredricks, J. A., Filsecker, M., & Lawson, M. A. (2016). Student engagement,
context, and adjustment: Addressing definitional, measurement, and
methodological issues. Learning and Instruction, 43, 1–4.
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regulation_Learning_Strategies_Training_on_the_Academic_Motivation_and_Sel
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 Ho, J. (2019). Stop self-sabotage: Six steps to unlock your true motivation,
harness your willpower, and get out of your own way. HarperCollins.
 Cooks-Campbell, A. (2021, March 31). What is self-sabotage and how to stop it.
Psychology Today.
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sabotage-and-how-stop-it
 Sirois, F. M., & Pychyl, T. A. (2013). Procrastination and the priority of short-term
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Psychology Compass, 7(2), 115-127. https://psycnet.apa.org/record/1995-31729-
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 "Self-Sabotaging: Why We Do It and How to Stop the Cycle - Verywell Mind." 14
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