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.

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.

Psychometric Properties of the Brief Verision of the Fear of Negative Evaluation Scale in a Turkish Sample

2007 ◽  
Vol 100 (3) ◽  
pp. 883-893 ◽  
Author(s):  
Selda Koydemir ◽  
Ayhan Demir
Keyword(s):  
Psychometric Properties ◽  
Undergraduate Students ◽  
Self Esteem ◽  
Negative Evaluation ◽  
Fear Of Negative Evaluation ◽  
Turkish Version ◽  
Factor Solution ◽  
Internal Reliability ◽  
Maximum Likelihood Factor Analysis ◽  
Scale Scores

The purpose of the study was to report initial data on the psychometric properties of the Brief Fear of Negative Evaluation Scale. The scale was applied to a nonclinical sample of 250 (137 women, 113 men) Turkish undergraduate students selected randomly from Middle East Technical University. Their mean age was 20.4 yr. ( SD= 1.9). The factor structure of the Turkish version, its criterion validity, and internal reliability coefficients were assessed. Although maximum likelihood factor analysis initially indicated that the scale had only one factor, a forced two-factor solution accounted for more variance (61%) in scale scores than a single factor. The straightforward items loaded on the first factor, and the reverse-coded items loaded on the second factor. The total score was significantly positively correlated with scores on the Revised Cheek and Buss Shyness Scale and significantly negatively correlated with scores on the Rosenberg Self-Esteem Scale. Factor 1 (straightforward items) correlated more highly with both Shyness and Self-esteem than Factor 2 (reverse-coded items). Internal consistency estimate was .94 for the Total scores, .91 for the Factor 1 (straightforward items), and .87 for the Factor 2 (reverse-coded items). No sex differences were evident for Fear of Negative Evaluation.

scholarly journals Honesty as a value in the interpersonal relationships in organizations

2022 ◽  
Vol 20 (1) ◽  
pp. 14-26
Author(s):  
Maria Czajkowska-Białkowska
Keyword(s):  
Comparative Analysis ◽  
Interpersonal Relationships ◽  
Undergraduate Students ◽  
Bachelor's Degree ◽  
Survey Method ◽  
Ethical Attitudes ◽  
A Value ◽  
Percentage Points ◽  
The Subject ◽  
The Difference

The crisis caused by COVID-19 has increased interest to the subject of integrity in organizations. The purpose of this study is to conduct a comparative analysis of the opinions on the value of honesty, broken down by the group of supervisors and subordinates during the crisis caused by COVID-19. The analysis was carried out in Poland among undergraduate students pursuing a bachelor’s degree in fields representing disciplines other than management. The paper used a survey method; 102 respondents took part in the survey. 9.52% of men and 5.00% of women in the group of subordinates did not have opinions on this subject. In the group of supervisors, the situation was completely opposite: 6.25% of women and 4.76% of men showed such a result. Significant discrepancies were noticed in the assessment of the importance of honesty depending on the education field of the respondents. The difference between the highest assessments of the importance of this value was 33.70 percentage points in the supervisors’ group, and 38.64 percentage points in the subordinates group. Drawing attention to this problem, which affects all participants of an organization to a different extent, may help to shape the ethical attitudes of future managers and, in consequence, manage their organizations better.

scholarly journals Hubungan antara Lingkungan Sosial dengan Harga Diri Remaja Panti Asuhan Al Jam’iyatul Washliyah Binjai

2020 ◽  
Vol 3 (1) ◽  
pp. 193-199
Author(s):  
Syafrizaldi Syafrizaldi ◽  
Shafira Pratiwi
Keyword(s):  
Social Environment ◽  
Significant Relationship ◽  
Sampling Technique ◽  
Self Esteem ◽  
The Other ◽  
Coefficient Of Determination ◽  
Correlation Technique ◽  
The Social ◽  
The Subject ◽  
The Difference

This study aims to find The Correlation between Social Environment and Self-Esteem on Teenagers at Al Jam’iyatul Washliyah Orphanage in Binjai. The subject were 56 teenagers who lived in the orphanage. The sample was collected by using total sampling technique. The data was collected by using social environment and self-esteem scales. The data was analyzed by using correlation technique (rxy) in the amount of 0,792 with p = 0,000 < 0,050 which means there was a positive and significant relationship between social environment and self-esteem, it showed that the better the social environment, the higher self-esteem. Conversely, the worse the environment, the lower self-esteem. Social environment in this study was classified as high, due to (empirical mean = 111,32 > hypothetical mean = 90 where the difference exceeds the numbers of SD = 13,087). Self-esteem was also classified as high, due to (empirical mean = 120,68 > hypothetical mean = 95 where the difference exceeds the numbers of SD = 13,051). Coefficient of determination and correlation was r2 = 0,627 which means the social environment contributed 62,7% to self-esteem. Based on this study, there were still 37,3% influence of the other factors which weren’t revealed in this study. 

scholarly journals A factor analytic examination of the Achievement Goal Questionnaire-Revised: A three-factor model

2017 ◽  
Author(s):  
Kamden K Strunk
Keyword(s):  
Factor Analysis ◽  
Undergraduate Students ◽  
Achievement Goals ◽  
Factor Model ◽  
Achievement Goal ◽  
Factor Solution ◽  
Factor Analytic ◽  
Confirmatory Factor ◽  
Best Fit ◽  
Three Factor

The literature in achievement goals includes mixed results as to the factor structure of achievement goal measures, particularly the Achievement Goal Questionnaire, Revised (AGQ-R). In a sample of 1,496 undergraduate students (600 men, 891 women, 5 gender unreported; M age = 20.6 yr., SD = 3.2), the AGQ-R was subjected to an exploratory factor analysis that suggested three factors. Then, in a different sample of 1,125 undergraduate students (270 men, 750 women, 5 gender unreported; M age = 21.7 yr., SD = 5.4), the measure was subjected to a confirmatory factor analysis, in which a three-factor solution, again, showed the best fit to the observed data. The implications of these results for the measurement of achievement goals are discussed.

scholarly journals Game Semantics in Teaching of Classical First Order Predicate Logic to Stu- dents of Computer Science

2018 ◽  
Vol 210 ◽  
pp. 04007 ◽  
Author(s):  
Jana Glivická
Keyword(s):  
Computer Science ◽  
Undergraduate Students ◽  
Predicate Logic ◽  
Theoretical Interpretation ◽  
Introductory Courses ◽  
Introductory Course ◽  
Game Semantics ◽  
The Subject ◽  
The Difference ◽  
Logical Semantics

Game-theoretical interpretation of logical semantics has been first suggested in 1950s. Although it is well know among professionals, it is often excluded from introductory courses in logic. In this paper we examine whether and to what extent would including game semantics in the syllabus of an introductory course of predicate and propositional logic prove to be beneficial to students’ understanding of the subject. To that purpose, we have exposed two groups of undergraduate students of computer science to game semantics as part of recitations for the course Propositional and Predicate Logic. We focus mainly on how this affects students’ mastery of two particular topics – alternating quantification and restricted quantification. Observations were made during the recitations to evaluate any changes in students’ approach to solving relevant problems in classroom. Moreover, before the final test of the recitations one of the groups was given a brief review of game semantics and the other was not. We have measured the difference in performance of these two groups and the results support the hypothesis that game semantics helps students master certain topics of predicate logic. We reference some of the later research in psychology and pedagogy to help us explain this effect.

Self-Esteem, Source of Influence, and Orientation toward Freedom and Solidarity

1994 ◽  
Vol 75 (2) ◽  
pp. 827-832
Author(s):  
Serge Madhere
Keyword(s):  
Undergraduate Students ◽  
Social Desirability ◽  
Peer Influence ◽  
Significant Interaction ◽  
Self Esteem ◽  
The Self ◽  
The Other ◽  
Analysis Of Covariance ◽  
Main Effect ◽  
The Difference

With 98 undergraduate students the effects of four factors on orientation toward freedom and solidarity were examined. The four factors were self-esteem, source of influence, age, and social desirability. An analysis of covariance controlling for the effects of social desirability and age yielded a significant main effect only for the self-esteem factor. Subjects with high self-esteem scores rated freedom and solidarity higher than did those with lower self-esteem scores. The other factor contributed to a significant interaction. The difference due to self-esteem was salient among people who attributed their values to parental rather than peer influence.

scholarly journals A Factor Analytic Examination of the Achievement Goal Questionnaire–Revised Supports a Three-Factor Model

2014 ◽  
Vol 115 (2) ◽  
pp. 400-414 ◽  
Author(s):  
Kamden K. Strunk
Keyword(s):  
Factor Analysis ◽  
Undergraduate Students ◽  
Achievement Goals ◽  
Factor Model ◽  
Achievement Goal ◽  
Factor Solution ◽  
Factor Analytic ◽  
Confirmatory Factor ◽  
Best Fit ◽  
Three Factor

The literature in achievement goals includes mixed results as to the factor structure of achievement goal measures, particularly the Achievement Goal Questionnaire–Revised (AGQ–R). In a sample of 1,496 undergraduate students (600 men, 891 women, 5 unreported sex; M age = 20.6 yr., SD = 3.2), the AGQ–R was subjected to an exploratory factor analysis that suggested three factors. Then, in a different sample of 1,125 undergraduate students (270 men, 750 women, 5 unreported sex; M age = 21.7 yr., SD = 5.4), the measure was subjected to a confirmatory factor analysis, in which a three-factor solution, again, showed the best fit to the observed data. The implications of these results for the measurement of achievement goals are discussed.

Question Wording Effects in the Assessment of Global Self-Esteem

2000 ◽  
Vol 16 (1) ◽  
pp. 13-19 ◽  
Author(s):  
Martin Dunbar ◽  
Graeme Ford ◽  
Kate Hunt ◽  
Geoff Der
Keyword(s):  
Reading Ability ◽  
Factor Model ◽  
Self Esteem ◽  
Reading Scores ◽  
Poor Reading ◽  
Method Effect ◽  
Two Samples ◽  
Positive Item ◽  
Method Effects ◽  
Best Fit

Summary: Marsh (1996) produced evidence that method effects associated with negatively worded items might be responsible for the results of earlier factor analytic studies that reported finding positive and negative self-esteem factors in the Rosenberg Global self-esteem scale ( Rosenberg, 1965 ). He analyzed data collected from children using a 7-item self-esteem measure. This report details attempts to replicate Marsh 's analysis in data collected from two samples of adults who completed the full 10-item Global Self-Esteem (GSE) scale. The results reported here are similar to those given by Marsh in so much as a correlated uniquenesses model produced a superior fit to the data than the simple one factor model (without correlated uniquenesses) or the often reported two factor (positive and negative self-esteem) model. However, whilst Marsh reported that the best fit was produced by allowing negative item uniquenesses to correlate with each other, the model that produced the best fit to these data was one that contained correlated positive item uniquenesses. Supporting his claim that differential responding to negative and positive self-esteem items reflects a method effect associated with reading ability, Marsh also showed that factors associated with negative and positive items were most distinct among children who had poor reading scores. We report a similar effect among a sample of older adults where the correlation between these factors was compared across two groups who were selected according to their scores on a test of verbal reasoning.

The Schoolwork Engagement Inventory

2012 ◽  
Vol 28 (1) ◽  
pp. 60-67 ◽  
Author(s):  
Katariina Salmela-Aro ◽  
Katja Upadaya
Keyword(s):  
Secondary School ◽  
Concurrent Validity ◽  
Structural Equation ◽  
Self Esteem ◽  
Equation Modeling ◽  
Validity And Reliability ◽  
Older Students ◽  
School Students ◽  
Factor Solution ◽  
Upper Secondary

This study introduces the Schoolwork Engagement Inventory (EDA), which measures energy, dedication, and absorption with respect to schoolwork. Structural equation modeling was used to assess the validity and reliability of the inventory among students attending postcomprehensive schools. A total of 1,530 (769 girls, 761 boys) students from 13 institutions (six upper-secondary and seven vocational schools) completed the EDA 1 year apart. The results showed that a one-factor solution had the most reliability and fitted best among the younger students, whereas a three-factor solution was most reliable and fit best among the older students. In terms of concurrent validity, depressive symptoms and school burnout were inversely related, and self-esteem and academic achievement were positively associated with EDA. Boys and upper-secondary-school students experienced lower levels of schoolwork engagement than girls and vocational-school students.

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