Abstract
Background. We designed and validated a Self-Esteem Scale for Catalan and Venezuelan schoolchildren, with the joint aims of both examining its psychometric properties and emergent factors, and comparing its behaviour between the two communities. Method. Data collection was conducted twice: a pilot (300 schoolchildren) and a final test (636 schoolchildren aged from 6 to 9 years). Results. A factor analysis (principal component analysis) of the Catalan sample conformed a final instrument with 19 items organized into 4 factors: Social acceptance, Negative emotions, School satisfaction, and Self-assessment. A confirmatory factor analysis was conducted on the Venezuelan sample, and the method of maximum likelihood estimation suggested a good fit (CFI = 0.94; RMSEA = 0.039). Conclusions. The factors emerging from the scale suggest different dimensions of self-esteem at the beginning of school age.
Highlights
We designed and validated a Self-Esteem Scale for Catalan and Venezuelan schoolchildren, with the joint aims of both examining its psychometric properties and emergent factors, and comparing its behaviour between the two communities
We analysed a scale aimed at evaluating self-esteem among Catalan and Venezuelan schoolchildren, which we have named EVA 2015
The scale is composed of 19 items grouped into four factors, and has reliability and validity indices which are generally acceptable for research in the field of social sciences according to the criteria posited by Hair, Anderson, Tathan, and Black (2005)
Summary
We designed and validated a Self-Esteem Scale for Catalan and Venezuelan schoolchildren, with the joint aims of both examining its psychometric properties and emergent factors, and comparing its behaviour between the two communities. Data collection was conducted twice: a pilot (300 schoolchildren) and a final test (636 schoolchildren aged from 6 to 9 years). A factor analysis (principal component analysis) of the Catalan sample conformed a final instrument with 19 items organized into 4 factors: Social acceptance, Negative emotions, School satisfaction, and Self-assessment. A confirmatory factor analysis was conducted on the Venezuelan sample, and the method of maximum likelihood estimation suggested a good fit (CFI = 0.94; RMSEA = 0.039). The factors emerging from the scale suggest different dimensions of self-esteem at the beginning of school age
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