Patterns of extreme responses to items in self-esteem scales: Does conceptualisation and item content matter?

2013 ◽  
Vol 55 (5) ◽  
pp. 622-625 ◽  
Author(s):  
Maarit Johnson
Keyword(s):  
Self Esteem ◽  
Item Content ◽  
Extreme Responses

Personality, situation, and positive–negative asymmetry in socially desirable responding

1995 ◽  
Vol 9 (2) ◽  
pp. 125-134 ◽  
Author(s):  
Marjaana Lindeman ◽  
Markku Verkasalo
Keyword(s):  
Impression Management ◽  
Social Desirability ◽  
Management Strategies ◽  
Self Esteem ◽  
Socially Desirable Responding ◽  
Personal Ideals ◽  
Public Setting ◽  
Extreme Responses ◽  
Private Setting ◽  
Psychological Determinant

Based on previous research on socially desirable responding and positive—negative asymmetry, we hypothesized that (i) impression management is higher in public than in private settings, (ii) personal ideals linked to exemplification, ingratiation, and intimidation are related to an impression management tendency, (iii) negatively keyed social desirability items receive more extreme responses than positively keyed items, and (iv) self‐esteem is correlated higher with negatively than with positively keyed self‐deception items. Based on Jones and Pittman's (1982) model, exemplification, ingratiation, and intimidation are defined as impression management strategies that aim at presenting oneself as worthy, likable, or dangerous, respectively. Principally, the results obtained in a public setting (N=177) and a private setting (N= 165) support these hypotheses. The overall pattern of findings suggests that both context and personal ideals exert an influence on impression management scores, and that the keying direction of an item may be an important psychological determinant of a test response.

Psychometric Properties of the Rosenberg Self-Esteem Scale among People with Arthritis

2000 ◽  
Vol 86 (3_suppl) ◽  
pp. 1139-1146 ◽  
Author(s):  
J. E. Sheasby ◽  
J. H. Barlow ◽  
L. A. Cullen ◽  
C. C. Wright
Keyword(s):  
Older People ◽  
Undergraduate Students ◽  
Physical Disability ◽  
Self Esteem ◽  
Factor Solution ◽  
Psychometric Data ◽  
The Subject ◽  
Item Content ◽  
The Difference ◽  
Best Fit

After 30 years of use the factor structure of the Rosenberg Self-esteem Scale remains the subject of debate. Most studies have focused on school-aged or undergraduate students. There are few psychometric data for older people or for those with disabilities. This study compared the factor structures of the Rosenberg Self-esteem Scale among 117 adults with arthritis and 185 undergraduate students. A two-factor solution provided the best fit for both samples, although the item content of the factors differed slightly Further investigation is required to assess whether the difference is due to age or the presence of physical disability. Nonetheless, the scale discriminated well between students and adults with arthritis.

scholarly journals The Lifespan Self-Esteem scale: Initial validation of a new measure of global self-esteem suitable for use with children and adults

2016 ◽  
Author(s):  
Michelle A Harris ◽  
Brent Donnellan ◽  
Kali Trzesniewski
Keyword(s):  
Self Esteem ◽  
Response Format ◽  
Initial Validation ◽  
Response Formats ◽  
Scale Characteristics ◽  
Item Content

This paper introduces the Lifespan Self-Esteem scale (LSE; a 4-item measure with a 5-point smilie face response format), a short measure of global self-esteem suitable for use with populations drawn from across the lifespan. Existing measures of global self-esteem cannot be used across multiple developmental periods due to changes in item content, response formats, and other scale characteristics, and have not been validated for children under the age of 8. The LSE is essentially unidimensional, internally consistent, and converges with existing measures across ages 5 to 93 (N=2,761).

Psychometric Properties of the Rosenberg Self-Esteem Scale among People with Arthritis

2000 ◽  
Vol 86 (3_part_2) ◽  
pp. 1139-1146 ◽  
Author(s):  
J. E. Sheasby ◽  
J. H. Barlow ◽  
L. A. Cullen ◽  
C. C. Wright
Keyword(s):  
Older People ◽  
Undergraduate Students ◽  
Physical Disability ◽  
Self Esteem ◽  
Factor Solution ◽  
Psychometric Data ◽  
The Subject ◽  
Item Content ◽  
The Difference ◽  
Best Fit

After 30 years of use the factor structure of the Rosenberg Self-esteem Scale remains the subject of debate. Most studies have focused on school-aged or undergraduate students. There are few psychometric data for older people or for those with disabilities. This study compared the factor structures of the Rosenberg Self-esteem Scale among 117 adults with arthritis and 185 undergraduate students. A two-factor solution provided the best fit for both samples, although the item content of the factors differed slightly. Further investigation is required to assess whether the difference is due to age or the presence of physical disability. Nonetheless, the scale discriminated well between students and adults with arthritis.

Language Test Content

1983 ◽  
Vol 14 (1) ◽  
pp. 7-21 ◽  
Author(s):  
Robert E. Owens ◽  
Martha J. Haney ◽  
Virginia E. Giesow ◽  
Lisa F. Dooley ◽  
Richard J. Kelly
Keyword(s):  
Test Item ◽  
Language Assessment ◽  
Assessment Tools ◽  
Language Test ◽  
Speech Language Pathologists ◽  
Diagnostic Aid ◽  
Item Content

This paper examines the test item content of several language assessment tools. A comparison of test breadth and depth is presented. The resultant information provides a diagnostic aid for school speech-language pathologists.

Building Emotional Intelligence for Student Success: A Pilot Study

2019 ◽  
Vol 4 (6) ◽  
pp. 1445-1461
Author(s):  
Amee P. Shah ◽  
Mary Lou Galantino
Keyword(s):  
Emotional Intelligence ◽  
Emotional Regulation ◽  
Communication Apprehension ◽  
Communication Competence ◽  
Emotional Awareness ◽  
Self Esteem ◽  
Preliminary Evidence ◽  
Empowerment Model ◽  
Dyad Interaction ◽  
Relational Management

Purpose Nationwide, upward trends exist in student issues with anxiety, stress, depression, and lowered classroom performance. As emotional awareness and emotional regulation skills are typically not addressed in professional discipline-specific courses, students experience challenges in their academic performance. This pilot research explored the effect of brief targeted classroom practices within an empowerment-based framework on domains of emotional intelligence. Method Twenty-two students in an undergraduate speech-language pathology class received a 13-week, biweekly, 15-min session of empowerment-based worksheet exercises to develop increased self-esteem, emotional awareness and regulation, and communication. Assessments of self-esteem, emotional intelligence, communication competence, and communication apprehension were conducted using validated scales, namely, the Rosenberg Self-Esteem Scale ( Rosenberg, 1965 ), the Quick Emotional Intelligence Self-Assessment ( Mohapel, 2015 ), the Self-Perceived Communication Competence Scale ( McCroskey & McCroskey, 2013 ), and the Personal Report of Communication Apprehension ( McCroskey, 1982 ), respectively. Midsemester and semester-end student reflections were collected. Results Paired t tests were significant in self-esteem and emotional quotient, including subdomains of emotional awareness, emotional management, social emotional awareness, and relational management. Significance was noted in communication competence in the subdomains of dyad interaction, stranger interaction, and acquaintance. Students' reflection showed significant improvement in empowerment and self-rated improvements in confidence, communication, connections with peers, and trust with instructor. Conclusion Preliminary evidence demonstrates positive outcomes with integration of intentional classroom exercises to build emotional intelligence (including emotional awareness and regulation), self-esteem, and communication. This empowerment model may assist faculty in developing effective pedagogical strategies to build students' self-resiliency.

Counseling Adolescents With Hearing Loss Using a Narrative Therapy Approach

2009 ◽  
Vol 19 (2) ◽  
pp. 72-78
Author(s):  
Rebecca L. Nelson Crowell ◽  
Julie Hanenburg ◽  
Amy Gilbertson
Keyword(s):  
Hearing Loss ◽  
Process Evaluation ◽  
Narrative Therapy ◽  
Daily Life ◽  
Hearing Aid ◽  
Self Esteem ◽  
Therapy Approach ◽  
Self Worth ◽  
Counseling Adolescents

Abstract Audiologists have a responsibility to counsel patients with auditory concerns on methods to manage the inherent challenges associated with hearing loss at every point in the process: evaluation, hearing aid fitting, and follow-up visits. Adolescents with hearing loss struggle with the typical developmental challenges along with communicative challenges that can erode one's self-esteem and self-worth. The feeling of “not being connected” to peers can result in feelings of isolation and depression. This article advocates the use of a Narrative Therapy approach to counseling adolescents with hearing loss. Adolescents with hearing loss often have problem-saturated narratives regarding various components of their daily life, friendships, amplification, academics, etc. Audiologists can work with adolescents with hearing loss to deconstruct the problem-saturated narratives and rebuild the narratives into a more empowering message. As the adolescent retells their positive narrative, they are likely to experience increased self-esteem and self-worth.

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