Measures Of Global Self-esteem Research Articles

Two Dimensions of Self-Esteem: Reciprocal Effects of Positive Self-Worth and Self-Deprecation on Adolescent Problems

The presumed relationship between adolescent's self-esteem and the occurrence of social problems is a recurring theme in academic and public discourse. Evidence for this relationship is limited by an overreliance on global measures of self-esteem that combine positive and negative self-evaluations in a single measure. My study uses this prior research on the relationship of global measures of self-esteem to adolescent social problems as a comparative reference point for an analysis of the link between negative and positive self-worth and youth problems. Using nonrecursive linear structural equation models and data from the Youth in Transition study, I compare the reciprocal interrelations of self-deprecation (negative self-evaluations), positive self-worth (positive selfevaluations), and global self-esteem (which includes both positive and negative evaluations) on high school grades, depression, and delinquency. Ifind that when self-deprecation and positive self-worth measures are employed, nuances are revealed that were previously overlooked in studies relying exclusively on global self-esteem. For example, I find a powerful reciprocal causal relationship between self-deprecation and depression and an effect of self-deprecation and positive self-worth on grades in school. These findings encourage theoretical developments of a bidimensional construct to measure selfesteem that includes, in particular, self-deprecation.

The Rosenberg Self-Esteem scale and Harter's Self-Perception profile for adolescents: a concurrent validity study

The Rosenberg Self-Esteem Scale (RSE) is a widely used measure of global self-esteem. Although its psychometric properties have found considerable support, its relationship to a multidimensional scale of self-concept has yet to be investigated. The sample for this study consisted of 150 adolescents randomly drawn in equal numbers and equated by gender from grades 8 to 12. Along with the RSE, Harter's Self-Perception Profile for Adolescents was administered to assess the adolescents' self-concept in nine separate domains. Correlational and cross-validation multiple regression analyses found that the RSE total score and both its factor scores were strongly related to Global Self-Worth, supporting Rosenberg's conclusions that his scale is a measure of global self-esteem and that its two identified factors are essentially measuring one rather than two different constructs. Other findings include a gender difference, with females reporting significantly lower RSE scores, and modest correlational support for a grade level rise found in the literature.

The Measurement of Sexual-Esteem: Investigation of Snell and Papini′s (1989) Sexuality Scale

The Sexuality Scale (SS) was published as a measure of the constructs sexual-esteem, sexual-depression, and sexual-preoccupation. These constructs may prove to be important and useful ones in the study of sexual behaviors, cognitions, and attitudes. However, relatively little work has been done with the SS and further exploration of the scale was the objective of the present study. Data were collected from 108 male and 127 female undergraduates. Confirmatory factor analysis using LISREL 7 demonstrated that the intended factoral model of the SS provided an inadequate fit with the data. A reliable short form of the SS was proposed that provides a better fit between a three-factor model and the data. Men scored higher than did women on the sexual-esteem and sexual-preoccupation scales of both the original SS and the newly created short form. Both the SS and the short form were only moderately correlated with measures of global self-esteem and clinical depression. Implications for future research on the measurement of sexual-esteem are discussed.

Do Self-Ideal Discrepancies and Global Self-Esteem Amount to the Same Thing?: An Empirical Investigation

Abstract Measures of self-esteem differ considerably in the assumptions they make about the nature of the construct. These differences are often overlooked in discussions of self-esteem. An examination was accordingly conducted of the relationship between measures of the distance between actual self and ideal self (derived from repertory grids) and an adapted version of Rosenberg's measure of global self-esteem. The stability over periods up to 15 months of both kinds of measure was also examined. Two samples (N = 20 and N = 28) of students and recent graduates provided data as part of a longitudinal study of career development. Results differed between samples, but in general indicated that global self-esteem overlaps with but is not the same as the discrepancy between actual self and ideal self. Scores were generally stable over time. Explanations for the results are discussed, together with their implications for how we should construe self-esteem.

Do self-ideal discrepancies and global self-esteem amount to the same thing?: an empirical investigation

Abstract Measures of self-esteem differ considerably in the assumptions they make about the nature of the construct. These differences are often overlooked in discussions of self-esteem. An examination was accordingly conducted of the relationship between measures of the distance between actual self and ideal self (derived from repertory grids) and an adapted version of Rosenberg's measure of global self-esteem. The stability over periods up to 15 months of both kinds of measure was also examined. Two samples (N = 20 and N = 28) of students and recent graduates provided data as part of a longitudinal study of career development. Results differed between samples, but in general indicated that global self-esteem overlaps with but is not the same as the discrepancy between actual self and ideal self. Scores were generally stable over time. Explanations for the results are discussed, together with their implications for how we should construe self-esteem.

Self-Esteem in Deaf Adolescents

This study examined the self-esteem of two groups of deaf late adolescents: those with parents who are deaf (dD) and those with parents who are hearing (dH). Adolescents' self-esteem was measured on the Self-Description Questionnaire III (SDQ III) (Marsh & O'Neill, 1984), which taps both global and component measures of self-esteem. Parents of the adolescents also completed the SDQ III but reported perceptions of their adolescent instead of self-perceptions. The procedure yielded three sets of parallel data (adolescent, mother, father). Results showed that dD adolescents gave higher self-esteem ratings than dH adolescents on a global measure of self-esteem and on two out of seven component areas of self-esteem. Patterns of discrepancies between adolescent self-ratings and parent ratings of the adolescents are discussed.

Issues of validity and reliability in the use of real–ideal discrepancy scores to measure self-regard.

The validity and reliability of real-ideal discrepancy scores as measures of selfregard are investigated using a large sample of adolescent subjects. Real selfratings are found to be superior to real-ideal discrepancy ratings in predicting several measures of global self-esteem and in predicting several measures of teachers' evaluations of the self-attitudes of the subjects. Further, similar-sized discrepancies do not translate into similar levels of self-regard at different points on scales of real self-evaluation, and the more dependent the discrepancy score is made on the real self-score relative to the ideal self-score, the more effective a predictor it is of global self-esteem. Finally, it is shown that the test-retest correlations are quite low for a real-ideal discrepancy scale. Researchers are cautioned against the use of such measures. Discrepancy scores between self-ratings and ideal self-ratings on lists of descriptive adjectives and self-descriptions have been widely used in research. The discrepancy scores have been seen as indexes of self-acceptance, personal adjustment, self-regard, self-esteem, and cognitive development. The most widely used measures come from different theoretical traditions. The Butler and Haigh Q sort (Butler & Haigh, 1954) stems from the work of Rogers and Dymond (1954), and the Interpersonal Checklist (LaForge & Suczek, 1955) stems from the theoretical work of Leary (1957) and his co-workers. Other widely used measures include the Index of Adjustment and Values (Bills, Vance, & McLean, 1951) and the Self-Activity Inventory (Worchel, Note 1). Many researchers

A multimethod analysis of selected self-esteem measures

This study investigated the convergent and discriminant validity of selected measures of global self-esteem and social self-esteem, using the multitrait-multimethod design. Orderliness was included as the third trait for appraising the discriminant validity of the self-esteem measures. Each trait was measured by three different methods: true-false self-report inventory, multipoint self-report inventory, and simple self-ratings. The Tennessee Self-Concept Scale and the Coopersmith Self-Esteem Inventory (short form) were the selected measures of global self-esteem. The revised Janis-Field Feelings of Inadequacy Scale and the Self-esteem scale of the Jackson Personality Inventory were included as measures of social self-esteem, while orderliness measures included the Order scales from the Personality Research Form and Comrey Personality Scales. Results from the multitrait-multimethod matrix and the multimethod factor analysis of data based on 93 males and 103 females provided strong evidence for the convergent and discriminant validity of the various trait measures.