Profile of Self-Sabotage Among First-Year Undergraduate Nursing Students

Abstract

Background & Objective: Undergraduate nursing students in their early years often face complex academic demands, such as adjusting to independent learning, understanding theoretical material, and mastering practical skills. These conditions have the potential to cause psychological stress that can develop into self-sabotage—that is, maladaptive thought patterns and behaviors that hinder academic progress. This study aims to describe self-sabotage among first-year undergraduate nursing students. Method: This study employed a quantitative descriptive design with the population consisting of all undergraduate nursing students in the class of 2025. Total sampling was used, yielding a sample size of 159 students. Data were collected using a self-sabotage questionnaire distributed online. Data were presented in the form of frequency distributions and percentages, while data analysis utilized univariate statistics. Result: The analysis revealed that the majority of first-year students fell into the moderate category of self-sabotage, accounting for 34.59 percent. These findings indicate that self-sabotage behaviors are already evident among first-year students, although they have not yet reached a severe level. Conclusion: It can be concluded that first-year undergraduate nursing students generally exhibit moderate levels of self-sabotage; therefore, early academic attention and guidance are necessary to support their adjustment process and the development of their academic potential.