The effect of instructional set on the self-esteem of Navajo children.

Abstract

Summary Two forms of the Children's Self-Social Constructs Test were administered to 248 first, second, and third grade Navajo boys and girls in order to explore (a) the assumption of cross-cultural equivalence for such measures and (b) the effects of different instructional sets on topographical measures of self-esteem. Results indicate that under standardized conditions the Navajo children rate themselves low in self-esteem. However, when the test rationale was communicated to the children, self-esteem scores significantly increased. Findings are discussed in terms of previous research which suggests Indian children have lower self-esteem than white children. The assumption of cross-cultural equivalence for topographical representations of the self is questioned. Also, problems inherent with using nonverbal measures of self-esteem cross-culturally are discussed.