Journal of Positive Psychology & Wellbeing http://journalppw.

com
2022, Vol. 6, No. 1, 3275 – 3288 ISSN 2587-0130

The relationship of social tension with self-sabotage for behaviorally

disturbed students

1
Ashwak Saber Nasser, 2Rafid Sabah al - Tamimi
1
College of Basic Education, University of Mustansiriya, ashwag.edbs@uomustansiriyah.edu.iq
2
College of Management and Economics, University of Baghdad, rafid0074@coadec.uobaghdad.edu.iq

Abstract
The current research aims at identifying the behaviorally disturbed middle school students and their
social tension. It also aims at identifying the self-sabotage of the behaviorally disturbed students and
the nature of the relationship between social tension and self-sabotage. This research was limited to
middle school students in middle schools affiliated to the 3rd Education Directorate of Karkh for the
academic year (2020-2021). They were (500) male and female students, (250) females and (250) males.
In order to achieve the objectives of the research, the researchers built a tension scale social and self-
sabotage and the adoption of the behavioral disorder diagnosis scale. Validity and stability were
extracted for it. The researchers used the T-test for two independent samples, the T-test for one sample,
and the Pearson correlation coefficient to extract the results. The results showed that the number of
people with behavioral disorders (183). The behaviorally disturbed sample of students has social tension
and suffers from self-sabotage. The results showed that there is a relationship between social tension
and self-sabotage. In light of the results of this research, the researchers came up with a number of
recommendations and suggestions.

Keywords : middle school students, social tension, behavioral disorder diagnosis scale.

INTRODUCTION in youngsters as they progress through

elementary school. Academic delay, lack of
Research problem: The problems of student harmony with their friends, and frequent school
who are behaviorally disturbed are at the core of avoidance are some of the issues and difficulties
the concerns that have sparked much debate. Its they are experiencing. These elements have an
causes have been researched by scientists. Some impact on several parts of their life, as well as
discovered it in the biological structure of the the educational process in general. (Yahya,
individual. Others have discovered that the 2000:31-32). Stress was the cause of most of the
primary cause is poor parental education, which physical and psychological disorders among
has consequences for children's conduct. Some students, which affects their psychological and
of them are hostile, while others are worried, emotional balance, as the body works as an
tardy at school, steal, withdraw, become reliant integrated unit in any situation. Physical changes
on others, and have other issues. (Yahya, affect his thinking, and when he is stressed, his
2000:31-32). Because the family was the child's entire body structure is disturbed, which leads to
initial social field, the family environment a disturbance in his mind and emotions. This can
became a direct cause of the child's growth, also lead to emotional and muscular tensions
whether normal or pathological. According to (Al-Tikriti, 1995: 15).
Green and Faraj's research, a lack of love,
compassion, care, and tenderness, as well as the There is a close relationship between
harsh and authoritarian regime that parents psychological, physiological and social stress. If
impose on their children, leads to poor social the individual moves, he would have a conscious
adjustment and behavioral problems. (Farraj, or subconscious motive. He had a need, and if he
1969, 121). Some researchers relate these succeeded in achieving it, he would achieve the
diseases to peer pressure, which manifests itself

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Ashwak Saber Nasser 3276

required balance for himself. But if he fails, he psychological and physical illnesses caused by
will feel nervous (Al-Shaibani, 1985: 256). stress (Davis et al. 1998: .52).
When Martin points out that failure and the Also, most highly behaviorally disturbed
desire to achieve are two separate things, he fail even in the simplest skills of reading and
underlines the relationship between failure and arithmetic, even those who have good
self-sabotage. When a person aspires to achieve competencies in reading and arithmetic are not
success, he concentrates on his objective, does able to apply these skills all the time. Many of
everything in his power to achieve it, tries to them do not even have basic self-care or daily
invest all of his resources, creates strategies, and living skills (Yahya, 2000: 26). The suffering of
monitors the course of events. At the end of the students on the psychological level is many and
day, he either succeeds or fails, despite his best varied. These sufferings are either emotional or
efforts. Fear of failure is the opposite, where the psychological or emotional tensions or impulses
individual is not able to focus on the goal, but determined by the nature of the stage and the
rather focuses his attention not to fail, for elements of personality (Al-Zubaidi and Al-
negative thinking is like positive in our minds. Shammari, 1999: 77). Tension is an indicator of
When the individual thinks of being successful, psychological disorders facing the individual in
the issue is failure, then the individual begins to the current era, which is full of complexities and
sabotage himself (Martin, 2005: 120 cases that problems, as well as the requirements of daily
drain their strength, abilities and potentials. life, which need immediate confrontation and
When the fear of failure reaches its maximum solutions. Stress appears in many forms and
levels, students may resort to some methods to manifestations. It may appear as an expression
protect themselves from this fear. Self-sabotage of fear, shame, anxiety and other psychological
is one of these methods. (Martin, 2003:235) problems. The statistics indicate that (80%) of
diseases are caused by stress. (50%) of the
The importance of the research:
community members who see doctors suffer
Psychologists confirm that most emotional
from stress of the first degree. (25%) of
disorders arise from childhood. The problems
individuals suffer from some form of stress and
faced by children are more serious than those
its manifestations, in addition to the
faced by adults (Daoud et al., 1991: 25). The
psychological and physical illnesses caused by
problems that the child is exposed to, or what he
stress (Davis et al. 1998:52).
suffers from, may lead him to serious disorders
that are difficult to treat when they become As mentioned, a large percentage of
chronic, such as family, educational, economic individuals who are exposed to disasters and
and health problems and other problems wars are more exposed to psychological and
resulting from the presence of the problem of the mental dangers which make our society
emergence of social tension among individuals vulnerable to psychological and mental dangers.
(Al-Sabai, 1985: 40). Behavioral disorders are This could make our Arab societies suffer from
among the serious problems in a child's life, a danger similar to being directly exposed to
because they constitute the basics of anti-social battles and wars leading to death of dear family
behaviour. (Kamal, 1988, 90). and relatives. The results of many researches
confirmed that pressures, tensions and
Tension is an indicator of psychological
disturbances of all kinds spread among groups
disorders facing the individual in the current era,
that were directly exposed to wars (Ibrahim,
which is full of complexities and problems, as
1998:41). Tension is one of the most complex
well as the requirements of daily life, which
psychological and social manifestations due to
need immediate confrontation and solutions.
its overlap with other alternative concepts used
Tension appears in many forms and
in life situations such as psychological pressure,
manifestations. It may appear as an expression
anxiety and conflict (Mahmoud and Al-Sayed,
of fear, shame, anxiety, and other psychological
1999: 104). It is important to show that tensions
problems. The statistic indicates that (80%) of
do not occur in a vein, nor are they all intrusive
diseases are caused by stress and that (50%) of
into the nervous system, but are within the scope
the community members who see doctors suffer
of all body systems. When there is a state of
from stress of the first degree. (25%) of
conflict as a result of emotional attraction within
individuals suffer from some form of stress and
the individual, then the attraction of another
its manifestations, in addition to the
member arises. Tension is physical in nature,

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3277 Journal of Positive Psychology & Wellbeing

which is the reason for many diseases that occur life can be the ability of individuals to self-
as a result of emotional conflicts (Abdul-Ghani, sabotage and destroy themselves. On one hand,
2000: 5). Al-Barghouti (1995) sees that tension they do things and engage in behaviors that they
is a pent-up energy that does not find a way out, previously knew were bad and would have
which affects the clarity of thought, control of negative consequences, such as small
emotion and muscle pain and may result in an transgressions like eating too many foods that
organic and psychological disease, which is are harmful to their health and destroying their
equivalent to (70%) of the diseases known in the diet, to more destructive and complex behaviors
world of medicine (Al-Barghouti, 1995: 216). like getting involved in a relationship they know
will end badly or will only bring back pain and
Researchers have found that environmental
suffering. Not to mention more self-destructive
influences such as work and family problems, if
behaviors such as addiction, trying to physically
they develop, affect and destroy the body
harm oneself or willingly exposing themselves
because the body is not prepared for chronic
to someone else's violence, or even suicide.
stress caused by severe emotions and painful
However, these behaviors, which are starkly
memories, and what causes it to raise the level
recognizable and aware of, are not the most
of adrenaline in the blood. This is what we
common and widespread form of self-sabotage.
notice in increased heart rate, dry mouth and
There are many hidden behaviors that the
stomach inversions, all of which are harmful
individual is not aware of at all and he performs
symptoms, but their transformation into a
them over and over again without any attention
chronic condition affects the health of the
or feeling, greatly affecting his daily life, his
individual (Beck, 2000: 157).
well-being and his self-image. Although we
Painful psychological sentiments like think we are conscious of our behaviors and
prolonged lethargy and depression disrupt the behaviors, we keep doing those behaviors and
calcium equilibrium in the body, resulting in repeating the same mistakes without even
tooth decay. (Naama, 1996: 39). Among the knowing it. This is exactly what Freud came up
experiments that show how stress affects the with. Our conscious behaviors and thoughts are
different feelings of man is the experiment like the tip of the iceberg floating in polar
conducted by (Sarnoff & Zimborda, 1992) in waters, as only a very small part of it emerges.
order to identify the effect of stress on social The predominant part is hidden and covered
behavior. It showed that in situations of high under the surface of the water, and it is similar
tension (46%) of the individuals expressed their to the unconscious in its absence and its
desire to stay together and that (54%) of them greatness. There is another set of behaviors that
expressed their desire to stay with the group in can be categorized as self-destructive, such as
the case of low tension, because individuals do procrastinating, withdrawing, and complaining
not want to show their tension in front of others excessively. Although it doesn't look that bad, it
(Sornoff, 1992: 199). According to Bandura works so frequently that it becomes a part of
1989, the amount of stress depends on what the everyday life that is hard to get rid of or even
individual will exert in achieving his goals and passes out.
on his way of thinking. Negative thinking about
Since self-sabotage is a justifying behavior,
the individual's inability to meet the demands of
as is clear from what was previously mentioned,
the difficult environment generates tension and
it may affect the talented student’s personality,
pressure and limits the effective use of cognitive
self-belief, self-confidence, and ability to face
abilities by diverting attention from how to meet
difficulties, challenges, and obstacles in his
the requirements in the best possible way to
academic life. The student receives more failure,
raising feelings of tension and anxiety about
and becomes indifferent to his result, especially
personal disability and the possibility of failure
after the excuses and justifications he has in his
(Hamdi and Naseemah, 2000:46).
pocket fade away. When a student reaches this
The concept of self-sabotage is one of the stage, there is a strong possibility that he will
modern concepts that entered the field of give up and stop doing his homework
educational and psychological sciences. completely and become accepting of failure. At
Researchers used it to refer to a person's the end, he may suffer from learned helplessness
procrastination in completing his work, and and drop out of school altogether. (Martin, 2003,
wasting time. One of the most bizarre things in p.243)

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Ashwak Saber Nasser 3278

The importance of the current research is to seek excuses for himself when he fails.”
indicated in the following aspects: (Martin, 2003:35). The researchers adopted this
definition because it is the basis on which the
1. The significance of the stage that middle
self-sabotage scale was prepared. As for the
school students go through and the importance
procedural definition, it is the total score
of research variables in influencing their
obtained by the respondent through his answer
personalities.
on the scale prepared in the current research.
2. There is no previous study that dealt
Third: the behaviorally disturbed children:
with the relationship between the variables of
the current research. Desouky (1988) defines behaviorally
disturbed children as children who are noticed
Research Objectives: The current research
having one or more of the following
aims at:
characteristics in a noticeable degree and for a
1. Identifying behaviorally disturbed period of time: inability to learn that cannot be
middle school students explained in light of mental, sensory or health
2. Identifying social tension among characteristics, inability to build satisfactory
behaviorally disturbed students. relationships with colleagues and teachers,
inappropriate patterns of behavior and emotions
3. Identifying self-sabotage among under normal circumstances, a general feeling of
behaviorally disturbed students. depression and unhappiness, a tendency to
4. Identifying the nature of the relationship experience physical symptoms, pain, and
between social tension and self-sabotage. anxieties regarding personal and school
problems.” (Desouky, 1988:71).
Research limits: The current research is
limited to first-year intermediate students
studying in middle and secondary schools Theoretical framework
affiliated to the 3rd Education Directorate of
Karkh, of both genders (males - females) for the Andrew. J. Martin's view of Self-Sabotage
academic year 2020-2021. Andrew. J. Martin believes that motivation
Defining terms is the energy and drive that individuals show to
reach perfection by making the maximum
First: Social tension possible effort. The process of motivation
Al Abbasi (2008) defined it as “a condition consists of several components, divided between
in which the individual feels a lack of comfort those that improve individual motivation and
and distress in situations of communication and achievement, and those that limit Motivate and
social interaction, characterized by withdrawal accomplish. (Martin, 2004: .25) Martin
and the individual’s avoidance of social confirmed that, through his research and his
situations in which he is supposed to interact work with students, he was able to identify ten
with others.” (Al Abbasi, 2008: 138). The basic units in this regard, divided into three
researchers define it as “feelings of inadequacy, sections, which he called the following names:
anxiety, tension, social derogation, social First: Motivational Motives. Second:
restraint, excessive sensitivity, a secluded Disincentives of Motivation. Third: Inhibitors of
lifestyle, unwillingness to establish social Motivation. This includes two main units:
relationships, and avoidance of social 1. Weak self-control, i.e. (the individual’s
interaction with others and social activities.” As belief in his low ability to maintain success or
for the procedural definition, it is the total score avoid failure).
obtained by the respondent through his answer
on the scale prepared in the current research. 2. Self-sabotage, i.e. (reducing the chances
of success by following behavior patterns based
Second: Self-sabotage on procrastination, procrastination, wasting
Martin (2003) defined it as “one of the time, lack of study, etc...). (Martin, 2003, 44)
methods that the individual takes to protect Martin confirms that the level of students'
himself from fear of failure in reality, as he motivation may decline when moving from the
places obstacles for himself that stand in the way primary stage to the secondary stage, and that
of his success. The intention of self-sabotage is

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3279 Journal of Positive Psychology & Wellbeing

there are some reasons behind this phenomenon 6. Clowning while studying.
are:
7. Disturbing other students.
First, students show a greater tendency to
8. Visiting relatives in the week preceding
compare themselves to others. As a result, it
the exam.
became clear to them, in most cases, that there
are a number of students who outperform them, 9. Attending a party on the night of the
which prevents them from feeling good. Second: exam.
In the secondary stage, a statistical standard is In fact, some students show ingenuity in
followed that places students in a sequential creating excuses for themselves, where they find
hierarchy with regard to their grades. This self-sabotage a tempting way to protect them
lowers their level of motivation, especially for when they deal with failure. They prolong their
those students who do not occupy positions sense of dignity, and the value of themselves,
close to the top of the hierarchy. and that it tempts them. This is not only self-
Third: At the secondary level, teachers' protection in case of failure, but it may enhance
attention to students individually becomes less, this feeling if the student performs well in this
which marginalizes some students who do not case. (Martin, 2003: .242) It should be noted
find the attention, care and help they need. here that boys sabotage themselves more than
(Martin, 2003: .22) In addition, Martin confirms girls do, although girls do that as well. The
that there are a number of unknown and unclear researcher should not rush to blame the students
reasons in the secondary stage that reduce the for self-sabotage, just because they tend to delay
level of motivation, which sometimes leading to and waste time. They are not concerned with
a feeling of helplessness, compared to the self-sabotage. Many people tend to procrastinate
primary stage. The decline in these incentives and waste time. If we want to confirm that the
reaches its lowest levels in the middle of student is actually sabotaging himself, we must
secondary school. Then he begins to recover judge him according to the following:
again in the last years of high school. (Martin, 1. If you find this behavior of his has
2003: 48) become an inherent routine habit, that is, he
Martin sees that students are sabotaging resorts to repeating it.
themselves when they put obstacles in the way 2. If his behavior stems from fear of
of their success. They do so because they want failure.
to make excuses for themselves that they failed
in their homework, or got low grades in their 3. If he begins to resort to this behavior as
exams. These students need to seek excuses and a justification for him if he does not achieve a
justifications in order to distance themselves good performance in carrying out his duties.
from the character of stupidity, and attribute (Martin, 2003: .242)
their failure to something that does not harm If these students are of the type that tends to
their sense of self-respect. It is better for them to self-sabotage, they do not feel comfortable being
be seen as procrastinators than to be seen as in school and do not achieve what their actual
idiots. (Martin, 2003: .47) Martin asserts that capabilities qualify them for. Martin asserts that
through many of his researches, he was able to the concept of self-sabotage is organized under
discover various methods that students resort to a broader concept, the self-handicapping. Self-
for self-sabotage, which can be clarified as sabotage is one of the common methods in
follows: which the fear of failure appears in the student’s
1. Postponement and procrastination. life and behavior, along with other methods,
which are represented in the following:
2. Procrastination and wasting time.
1. Striving for comprehensive perfection.
3. Quit studying.
2. Cognitive pessimism.
4. Doing exceptional cleaning work and
escaping from accomplishing what is required of 3. Extreme fatigue.
him to be accomplished. 4. Surrender or drop out. (Martin, 2003:
5. Leaving books at home or at school .47)
when they are needed for study.

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Ashwak Saber Nasser 3280

Interpreting the behavioral perspective of Here, we note that psychological

stress and behavioral disorders disturbance, according to this contemporary
perception, is a product of elements, some of
Zaghloul sees that motivation arises in
them from the external environment and others
individuals due to internal or external stimuli, so
in the world of values, thinking and conscience,
that the individual emits behavior or activity in
which are meant by subjective factors. Treating
response to these stimuli. It is the individual's
the individual who complains of specific
experiences of the outcome of the behavior that
problems such as anxiety and tension ... etc. can
determine the repetition or non-repetition of the
teach him new ways of behavior and he can learn
behavior in subsequent times (Zaghloul, 2005:
new ways, solve problems, can help him change
219). Contemporary behaviorism deals within
his old expectations towards goals (Ibrahim,
the framework of the correlational relationship
1998: 224). Eysenck concluded that the
between man and the environment, meaning that
individual’s behavior is relatively stable and that
the environment affects the behavior of the
his problems typically affect most of the
individual. The individual’s behavior is
individual's behavior. He referred to several
influential in the environment, where the
dimensions, including after the disorder, which
increase in the possibility of a particular
is a feeling that dominates the personality of the
behavior in the future depends on the nature of
individual, where the individual feels anxiety
the reinforcement. Whether or not he gets the
and tension and has thoughts of feeling that he is
reinforcement and the type of reinforcement
suffering from psychological and physiological
depends on the nature of the behaviour.
tension. The sub-factors of this dimension are
Contemporary behavior depends on four
represented by the following characteristics:
postulates:
(tension, anxiety, control of various illusions,
1- Neurotic disorder is a learned behavior feelings of depression, disturbance of feelings
that is subject in its formation and removal to the and their fluctuations) (Al-Jazrawi and Al-
same laws of theories that govern normal Madhoun, 1995: 163). Behavioral theorists
behavior. assert that the individual's personality is a
2- The neurotic disorder may arise from product of learning. Therefore, tense behavior
the failure of the individual to learn the desired can also be learned, as the individual's
behavior. personality is formed through his positive and
negative habits that can be learned through
3- The success of the individual may arise reinforcement.
from acquiring wrong behavior that does not
lead to compatibility. Accordingly, tension is due to one of the
following factors:
4- It may arise due to the conflict that the
individual is exposed to when he finds himself 1. Failure to acquire and learn a particular
facing two goals and he is required to choose one behavior or learn inappropriate behavioral
of them and bear the responsibility for this methods.
choice. 2. Failure by confronting the individual
Skinner believes that the focus of mental with conflict situations in the environment that
disorder that occurs does not include one aspect requires doing a distinguished work or making a
of personality, but rather includes four elements: decision that he feels he cannot do.

1- outward behavior (external actions). Dollard and Miller, two of the pioneers
of the modern behavioral school, stress that
2- Thinking (the way of thinking, values, every natural or abnormal behavior is the result
attitudes and methods of the person to solve of the interaction between desire and evidence,
problems). or response and reinforcement. Individuals learn
3- Agitation (physiological changes). from these norms to reward and punish the self
in different ways. Individuals may learn
4- Social interaction (its relationship with standards from their parents, from people, or
others, methods of dealing with stress and from books, newspapers and magazines.
psychological tensions, social skills) (Al- Individuals may learn them through modeling as
Khatib, 1987: 260). well (Al-Hamiri, 2001: 25). Behaviorists
emphasize that behavior of any kind is based on

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3281 Journal of Positive Psychology & Wellbeing

learning where the learning process is carried 6. The set of psychological symptoms is a
out by adults and directed towards children. community of educated wrong behavioral
Therefore, the tension carried by the fathers may habits.
be transmitted to the children according to this
7. Learned behavior can be modified.
logic. Scientists have concluded with the
interpretation that psychological diseases and 8. The individual is born with primary
behavioral deviations are nothing but habits that physiological motives and through learning
a person has learned to reduce his degree of acquires new secondary social motives that
stress, anxiety and the intensity of his represent his most important psychological
motivation. This is a form of associations via needs. Their learning may be abnormal, linked
conditional reflexes, but those conditional to non-consensual methods of satisfying them,
associations occur satisfactorily and incorrectly and then he needs new, more compatible
in the same way. The therapist has nothing but learning. (Zahran, 1982: 336). The researchers
to extinguish this pathological conditional reflex adopted the behavioral theory in explaining
and to teach the individual new conditional behavioral disorders and stress.
reflexes and associations and in place of those
pathological associations. Accordingly, it was
found that the main concern of the behavioral Research Procedures
trend is the behavior, how it is learned and how
it is changed and modified. This is in itself the First: The research community: The current
focus of attention of therapists for behavioral research community is defined by first-grade
disorders, meaning that there is a close link middle school students in the middle school year
between behavioral theory and the (2020-2021). Their number reached (33,158)
understanding and treatment of behavioral male and female students, including (14,591)
disorders. The Psychoanalytic Dictionary males, and (18,567) females distributed over the
affirms that behavioral therapy (a form of third Karkh schools in Baghdad governorate.
psychotherapy based on learning theory. This Second: The research sample: After the 3rd
trend of treatment assumes that neurotic Karkh district in Baghdad was determined. The
symptoms are the result of wrong learning that researchers randomly selected middle schools,
occurred through conditioning). This type of where each school (50) male and female
treatment aims to remove neurotic symptoms students were randomly selected. The total
through a process Undo the straps and then put number of them reached (400) male and female
the straps back in the correct way. Behavioral students, as shown in Table (1).
therapy is a recent trend in psychotherapy.
Mesner was the first to use the basic principles Table (1) Distribution of the basic application
of behavior in therapy or behavior modification. sample members by middle schools and gender
variable
The behavioral theory is based on a set of
hypotheses whose theoretical basis is: Schools 1st class Total
Females Males
3. Most of human behavior is learned and Farazdaq
acquired, whether the behavior is normal or Intermediate - 50 50
disordered. school
Fadak Intermediate
4. Disturbed educated behavior does not 50 - 50
school
differ in principle from normal educated Ibn al-Rafidain
behavior, but turbulent behavior is Intermediate - 50 50
incompatible. school
Tadhiya
5. Troubled behavior. The individual Intermediate 50 - 50
learns as a result of repeated exposure to the school
experiences that lead to him and the occurrence Al-Nasser
of a conditional link between those experiences Intermediate - 50 50
and the disordered behavior. school
Khadija Al-Kubra
Intermediate 50 - 50
School

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 Ashwak Saber Nasser 3282

Muslim bin Aqeel standards paragraphs. Thus, the scales in its

Intermediate - 50 50 initial form consisted of (30) items of the social
school stress scale, while the self-sabotage scale
Amal Intermediate included (32) items and the behavioral disorders
50 - 50
school scale (40) items.
Total 200 200 400
Third: Statistical analysis of the scale
Third: - Research tools items: The researchers used two methods to
First: Drafting the paragraphs: The analyze the items: A- Calculating the
researchers extracted a set of paragraphs based discriminatory power. For the purpose of
on previous studies and standards. The Social checking the discriminative power property of
Stress Scale included (30) items, while the Self- the vertebrae, a random sample of (250) middle
Sabotage Scale included (32) items, while the school students was selected. This is not the
number of items on the Behavioral Disorders main application sample. The scores obtained by
Scale was (40) items. the students are arranged in descending order,
i.e. from the highest score to the lowest score.
Second: The validity of the items: The
items of the Social Stress Scale, the Self- Then, the Superior and Inferior Groups
Sabotage Scale, and the Behavioral Disorders 27% of the scores were chosen to represent the
Scale in their initial form were presented to a two extreme groups. The two groups included
group of experts specialized in educational and (134) male and female students, and each group
psychological sciences. Their number reached included (67) male and female students. The
(10) experts for the purpose of judging the scales researchers used the t-test for two independent
items, determining the valid ones and the invalid samples, in order to test the differences between
ones, and making the appropriate adjustments to the Superior and Inferior Groups for each item
them and the appropriateness of the answer of the scale. The T-value was considered an
alternatives to the scale items. An agreement indicator to distinguish each paragraph by
percentage of 80% or more was approved for the comparing it with the tabular value. All
paragraph to be considered valid and to be paragraphs were distinguished at the
maintained in the scale. In light of the experts’ significance level (0.05) and the degree of
opinions, all the paragraphs were kept, as they freedom (132). The tabular value was (1.960)
obtained an agreement rate of more than 80%, with the exception of two items of the behavioral
with an amendment in the wording of some disorders scale as shown in tables (2), (3) and
(4).
Table (2) T-values of the social stress scale items using the two random samples method

Inferior Group Superior group Inferior Group Superior group

Calcula %27 %27 Calcu %27 %27
No Sig
No ted T- Sig. lated Arithme
Standard Arithmet Standard Arithmet . Standard Standard Arithmet .
value value tic
deviation ic mean deviation ic mean deviation mean deviation ic mean
16 2.428 0.76324 2.5672 0.38633 2.8209 Sig. 1 2.577 0.65653 2.4328 0.46739 2.6866 Sig
3.093 0.67554 2.5970 0.32671 2.8806 2.746 0.75998 2.5970 0.37019 2.8806 Sig
17 Sig 2
2.200 0.61159 2.7463 0.26477 2.9254 2.073 0.74313 2.4328 0.47839 2.6567 Sig
18 Sig 3
2.310 0.67921 2.5672 0.40963 2.7910 2.389 0.63694 2.6716 0.32671 2.8806 Sig
19 Sig 4
2.289 0.64751 2.6269 0.37323 2.8358 5.145 0.63303 2.4328 0.32671 2.8806 Sig
20 Sig 5
21 2.556 0.63588 2.7463 0.20837 2.9552 Sig 6 2.551 0.70342 2.5373 0.40963 2.7910 Sig
22 2.265 0.73240 2.6418 0.34358 2.8657 Sig 7 4.178 0.58590 2.4627 0.38633 2.8209 Sig

© 2021 JPPW. All rights reserved

 3283 Journal of Positive Psychology & Wellbeing

23 3.233 0.66746 2.6418 0.26477 2.9254 Sig 8 2.988 0.58745 2.6716 0.28769 2.9104 Sig
24 2.583 0.71806 2.7015 0.23872 2.9403 Sig 9 2.671 0.45414 2.7164 0.30819 2.8955 Sig
25 2.447 0.64681 2.7164 0.26477 2.9254 Sig 10 2.414 0.56106 2.6716 0.34358 2.8657 Sig
26 2.150 0.75998 2.5970 0.38633 2.8209 Sig 11 2.280 0.46739 2.6866 0.35903 2.8507 Sig
27 2.644 0.74313 2.5672 0.37323 2.8358 Sig 12 2.165 0.62367 2.6269 0.38633 2.8209 Sig
28 2.294 0.67888 2.6866 0.30819 2.8955 Sig 13 2.502 0.74160 2.5821 0.37323 2.8358 Sig
29 2.240 0.73517 2.6269 0.35903 2.8507 Sig 14 2.036 0.63267 2.6866 0.34358 2.8657 Sig
30 3.066 0.82064 2.5672 0.30819 2.8955 Sig 15 2.355 0.75550 2.6269 0.34358 2.8657 Sig

Table (3) T-values of the items of the self-sabotage scale using the two random samples method

Calcu Inferior Group Superior group Inferior Group Superior group

%27 %27 Calcul %27 %27
lated
No Sig No. ated Arithme Sig
T- Standard Arithmet Standard Arithmet Standard Standard Arithmet
value tic
value deviation ic mean deviation ic mean deviation
mean
deviation ic mean

1 4.441 0.81760 2.4030 0.39444 2.8955 Sig 1 3.655 0.71963 2.2388 0.48729 2.6269 Sig
4.065 0.85862 2.4627 0.36154 2.9254 Sig 4.340 0.85201 2.3881 0.37019 2.8806 Sig
2 2
4.624 0.82941 2.3582 0.40908 2.8806 Sig 3.238 0.81289 2.2836 0.47839 2.6567 Sig
3 3
4.331 0.86753 2.3731 0.40908 2.8806 Sig 3.699 0.74586 2.5224 0.35395 2.8955 Sig
4 4
3.817 0.87531 2.4478 0.39444 2.8955 Sig 6.304 0.65928 2.2537 0.47744 2.8806 Sig
5 5
6 4.131 0.91843 2.3731 0.40908 2.8806 Sig 6 5.200 0.77471 2.2836 0.48914 2.8657 Sig
7 4.212 0.90378 2.3881 0.39444 2.8955 Sig 7 6.557 0.57224 2.2836 0.47744 2.8806 Sig
8 4.167 0.92211 2.4030 0.37865 2.9104 Sig 8 6.468 0.67755 2.4179 0.17146 2.9701 Sig
9 3.355 0.80394 2.4627 0.50011 2.8507 Sig 9 6.884 0.49694 2.5821 0.56489 2.9989 Sig
10 3.688 0.87995 2.3433 0.52912 2.8060 Sig 10 3.622 0.63303 2.4328 0.55702 2.8060 Sig
11 4.658 0.93430 2.2836 0.47744 2.8806 Sig 11 3.746 0.86753 2.3731 0.57263 2.7761 Sig
12 2.225 0.85941 2.5075 0.59128 2.7910 Sig 12 3.173 0.93430 2.2836 0.46884 2.8507 Sig
13 3.362 0.91101 2.3284 0.59851 2.7761 Sig 13 4.441 0.50237 2.4627 0.55702 2.8060 Sig
14 3.312 0.96619 2.2836 0.61159 2.7463 Sig 14 4.128 0.85201 2.3881 0.47744 2.8806 Sig
15 4.444 0.97458 2.2537 0.44711 2.8358 Sig 15 6.000 0.95488 2.2388 0.20837 2.9552 Sig
16 4.518 0.96619 2.2836 0.42267 2.8657 sig 16 5.652 0.89952 2.3582 0.12217 2.9851 sig

Table (4) T-values of the behavioral disorders scale items using the two random samples method

Inferior Group Superior group Inferior Group Superior group

Calcula %27 %27 Calcu %27 %27
No
No ted T- Sig lated Arithme Sig
Standard Arithmet Standard Arithmet . Standard Standard Arithmet
value deviation ic mean deviation ic mean
value deviation tic
deviation ic mean
mean
1 4.950 0.92211 2.4030 0.17146 2.9701 Sig 1 4.431 0.77705 2.1791 0.47316 2.6716 Sig
2 5.007 0.94632 2.3433 0.23872 2.9403 Sig 2 4.987 0.91101 2.3284 0.28769 2.9104 Sig
3 4.729 0.91843 2.3731 0.26477 2.9254 Sig 3 4.566 0.84561 2.1642 0.46106 2.7015 Sig

© 2021 JPPW. All rights reserved

 Ashwak Saber Nasser 3284

4 5.335 0.94632 2.3433 0.36154 2.9253 Non-sig 4 1.652 0.49966 2.8060 0.31687 2.9254 Sig
5 4.326 0.82064 2.4328 0.37865 2.9104 Sig 5 7.847 0.69403 2.1343 0.41675 2.9104 Sig
6 4.580 0.99842 2.1343 0.44711 2.8358 Sig 6 7.706 0.86334 2.1642 0.12217 2.9851 Sig
7 5.518 0.95890 2.2537 0.34292 2.9403 Sig 7 9.042 0.68749 2.1642 0.24434 2.9701 Sig
8 3.181 0.87686 2.4925 0.47744 2.8806 Sig 8 6.530 0.78602 2.3284 0.17146 2.9701 Sig
9 4.661 0.96267 2.2687 0.47744 2.8806 Sig 9 5.240 0.68220 2.4776 0.23872 2.9403 Sig
10 4.868 0.96619 2.2836 0.35395 2.8955 Sig 10 4.776 0.74979 2.3433 0.48914 2.8657 Sig
11 5.249 0.99842 2.1343 0.44711 2.8358 Sig 11 5.073 0.68650 2.3433 0.48914 2.8657 Sig
12 5.317 0.92138 2.2985 0.42267 2.8657 Sig 12 3.763 0.86753 2.3731 0.51041 2.8358 Sig
13 5.249 0.99388 2.1642 0.42267 2.8657 Sig 13 5.504 0.97062 2.2388 0.31687 2.9254 Sig
14 5.666 1.00474 2.0746 0.44711 2.8358 Non-sig 14 1.367 0.47744 2.8806 0.24434 2.9701 Sig
15 5.729 1.00203 2.1045 0.42267 2.8657 Sig 15 5.659 0.95488 2.2388 0.34292 2.9403 Sig
16 5.612 1.00654 2.0448 0.46836 2.8060 Sig 16 5.470 0.89952 2.3582 0.17146 2.9701 Sig
17 6.709 0.99842 1.8657 0.48682 2.7761 Sig 17 4.625 0.86518 2.3582 0.39444 2.8955 Sig
18 7.228 0.99388 1.8358 0.46836 2.8060 Sig 18 4.317 0.92211 2.4030 0.36154 2.9254 Sig
19 7.484 0.98840 1.8060 0.46836 2.8060 Sig 19 4.686 0.84481 2.3433 0.40908 2.8806 Sig
20 7.730 0.95678 1.6866 0.58629 2.7463 Sig 20 5.803 0.89700 2.3433 0.12217 2.9851 Sig

B- The relationship of the item with the same forms that were subjected to analysis by
total score: The discrimination coefficient for the method of the two extreme samples. It was
the items of the scale of social stress, self- found that all the correlation coefficients were
sabotage and behavioral disorders was extracted distinct when compared with the tabular
using 0 Pearson's correlation equation between correlation coefficient values except for two
individuals' scores on each item and their total items of the behavioral disorders scale, as shown
scores on a scale for (250) forms. These are the in Table (5), Table (6) and Table (7).
Table (5) the correlation coefficients between each item of the social stress scale and the total score
on it
correlation correlation correlation correlation correlation correlation
No No No No No No
coefficient coefficient coefficient coefficient coefficient coefficient
1 0.39 26 0.40 21 0.47 16 0.40 11 0.41 6 0.44
2 0.38 27 0.42 22 0.47 17 0.49 12 0.48 7 0.46
3 0.47 28 0.49 23 0.40 18 0.33 13 0.38 8 0.38
4 0.45 29 0.34 24 0.32 19 0.41 14 0.39 9 0.35
5 0.44 30 0.43 25 0.37 20 0.46 15 0.49 10 0.45

Table (6) Correlation coefficients between each paragraph of the self-sabotage scale and the total
score on it
corre
latio
N correlation correlation correlation correlation correlation correlation correlation
n No No No No No No No
o. coefficient coefficient coefficient coefficient coefficient coefficient coefficient
coeffi
cient
1 0.33 29 0.44 25 0.59 21 0.47 17 0.57 13 0.55 9 0.40 5 0.39
2 0.49 30 0.47 26 0.46 22 0.35 18 0.55 14 0.46 10 0.54 6 0.48
3 0.51 31 0.55 27 0.48 23 0.46 19 0.46 15 0.52 11 0.32 7 0.51
4 0.50 32 0.36 28 0.44 24 0.48 20 0.38 16 0.39 12 0.37 8 0.57

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 3285 Journal of Positive Psychology & Wellbeing

Table (7) Correlation coefficients between each item of the behavioral disorders scale and the total
score on it
correlation correlation correlation correlation correlation correlation correlation correlation
No No No No No No No No
coefficient coefficient coefficient coefficient coefficient coefficient coefficient coefficient
0.37 36 0.51 31 0.34 26 0.60 21 0.44 16 0.47 11 0.33 6 0.45 1
0.55 37 0.40 32 0.46 27 0.63 22 0.47 17 0.61 12 0.39 7 0.50 2
0.40 38 0.59 33 0.47 28 0.59 23 0.51 18 0.33 13 0.52 8 0.55 3
0.37 39 0.37 34 0.56 29 0.45 24 0.35 19 0.07 14 0.61 9 0.13 4
0.49 40 0.36 35 0.51 30 0.45 25 0.61 20 0.35 15 0.41 10 0.43 5

Fourth: - Correcting the scale: The social for the self-sabotage scale, and (0.80) for the
stress scale in its final form consists of (30) behavioral disorders scale. It can be said that the
paragraphs, in front of each of them are three current scales have a high degree of stability.
alternatives: They are (always apply to me -
Fourthly: The final application: After the
apply to me often - never apply to me). When
researchers completed the preparation of the
correcting, the weights (1,2,3) are taken for the
social stress scale, the self-sabotage scale, and
paragraphs, while the self-sabotage scale
the behavioral disorders scale (Appendix 3/2,1)
consists of (32) items, in front of each of them
in their final form, they were applied to the
are three alternatives: (always apply to me -
applied research sample of (400) male and
apply to me often - never apply to me). When
female students, who were randomly selected,
correcting, the weights (1, 2, 3) are taken for the
distributed by type. .
paragraphs, and the behavioral disorders scale in
its final form consists of (38) paragraphs in front Fifth: Statistical Means: To process the data
of each of them are three alternatives: (always contained in the research, the researchers used
apply to me - apply to me often - never apply to the following statistical means:
me). When correcting, weights are taken (1, 2, 1. Pearson's correlation coefficient to find
3) paragraphs. the stability of the scale used in the research and
Fifthly: The scales validity index. Validity the relationship between the variables.
is one of the important characteristics that must 2. The t-test for one sample to compare the
be taken into account in constructing achieved mean with the theoretical mean of the
psychological scales. The honest scale is the one scale of social stress, self-sabotage and
that actually measures what it claims to measure, behavioral disorders.
or its paragraphs are supposed to measure. The
best way to extract the apparent validity is to 3. The t-test for two independent samples
present the scale to a group of experts to reveal the discriminatory power of the
(arbitrators) to judge its validity in measuring research variables and to reveal the differences
the characteristic to be measured. This type of in the gender variable (male-female).
honesty was achieved in the scale of social
stress, the scale of self-sabotage, and the scale of
behavioral disorders. The items of the scales Research Results
were presented to a group of experts to evaluate
First: Presentation and discussion of the
them and to judge the validity of the items and
results: The results will be presented as follows:
alternatives.
1. Identifying behaviorally disturbed
Sixth: Scales stability index: Stability was
middle school students
extracted by re-testing method, and stability was
extracted by this method. The researchers re- For the purpose of identifying the
applied the scale on a sample of the research percentage of behaviorally disturbed students,
personnel, which numbered (50) respondents. this requires calculating the students' scores on
The time period between the first application the behavioral disorders scale. The arithmetic
and the second application was ten days, then the mean of the behaviorally disturbed sample of
Pearson coefficient was calculated between the students was extracted on the behavioral
scores of individuals in the two applications and disorders scale (95,1694), and the standard
it reached (0.85) for the social stress scale, (0.88) deviation was (3,96672), while the hypothetical

© 2021 JPPW. All rights reserved

Ashwak Saber Nasser 3286

mean was (76). After applying the t-test for one indicates that students whose scores are higher
sample, it was found that the calculated t-value than the hypothetical average are behaviorally
was (65,374), which is significant at the level disturbed, as shown in Table (8).
(0.05) and the degree of freedom (182). This
Table (8) T-test for the significance of the differences between the mean scores of behavioral
disorders and the hypothetical mean of the sample
tabular
Calculated Hypothetical standard arithmetic LEVEL OF
sample No. T-
T-value mean deviation mean SIG. 0.05
VALUE
Students 183 65.374 76 3,96672 95,1694 1.960 Significant

The current result can be explained 2. Identifying social tension among

according to the behavioral theory that behaviorally disturbed students.
psychological diseases and behavioral
The arithmetic mean of the behaviorally
deviations are nothing but habits that a person
disturbed sample of the research on the social
has learned to reduce his degree of stress,
stress scale was (85.8142) and the standard
anxiety and intensity of motivation, and then
deviation was (3.43358), while the hypothetical
form connections through conditional reflexes.
mean was (60). After applying the t-test for one
These conditional associations occurred
sample, it was found that the calculated t-value
satisfactorily and incorrectly in the same way.
was (101.704), which is significant at the level
The therapist has nothing but to extinguish this
(0.05) and the degree of freedom (182). This
conditional pathological reflex and to teach the
indicates that the behaviorally disturbed middle
individual new conditional reflexes and
school students feel social tension, as shown in
associations, and in place of those pathological
Table (9).
connections.
Table (9) t-test for the significance of the differences between the average degrees of social tension
and the hypothetical mean of the sample
tabular
Calculated Hypothetical standard arithmetic LEVEL OF
Sample No. T-
T-value mean deviation mean SIG. 0.05
VALUE
Behaviorally 183 101.704 60 3.43358 85.8142 1.960 Significant
distributed

According to the behavioral theory, the The arithmetic mean of the behaviorally
individual’s behavior is relatively stable and his disturbed sample on the self-sabotage scale was
problems take a pattern that affects most of the (87.6393) and the standard deviation was
individual's behavior. There are several (5.572793), while the hypothetical mean was
dimensions of it after the disorder, which is a (64). After applying the t-test for one sample, it
feeling that dominates the individual’s was found that the calculated t-value was
personality, where the individual feels anxiety (57,384) and it is significant at the level (0.05)
and tension and has thoughts with the feeling and the degree of freedom (182). This indicates
that he is suffering from psychological, that the behaviorally disturbed middle school
physiological and social tension. The sub- students suffer from self-sabotage, and table
factors of this dimension are represented by the (10) illustrates this.
following characteristics: (tension, anxiety,
control of various illusions, feelings of
depression, disturbance of feelings and their
fluctuations).
3. Identifying self-sabotage among
behaviorally disturbed students.

© 2021 JPPW. All rights reserved

3287 Journal of Positive Psychology & Wellbeing

Table (10) T-test for the significance of the differences between the average degrees of self-sabotage
and the hypothetical mean of the sample.
tabular
Calculated Hypothetical standard arithmetic LEVEL OF
Sample No. T-
T-value mean deviation mean SIG. 0.05
VALUE
Behaviorally 183 57,384 64 5.572793 87.6393 1.960 Significant
distributed

According to Martin's theory (Martin, 2- Building a counseling program to

2003), if these students are of the type that tends reduce the severity of behavioral disorders
to self-sabotage, they do not feel comfortable among middle school students.
with their presence in school and do not achieve
3- Conducting researches dealing with the
what qualifies them for their actual capabilities.
relationship between social stress and the
(Martin, 2003b:47)
following variables: (introversion -
4. Identify the nature of the relationship extraversion, ways of thinking and personality
between social tension and self-sabotage. patterns).
In order to identify the nature of the 4- Building a program to reduce social
relationship between social tension and self- tension among middle school students.
sabotage, the researchers used the Pearson
correlation coefficient as a statistical method in
the treatment. It was found that there is a REFERENCES
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