Publication Date

6-1982

Advisor(s) - Committee Chair

Doris Redfield, Richard Miller, Robert Simpson

Degree Program

Department of Psychology

Degree Type

Master of Arts

Abstract

The purpose of this study was to add supportive evidence to the construct validity of the Coopersmith Self-Esteem Inventory (SEI). The study was conducted using the Sabers-Whitney (1976) model which investigated (a) convergent validity, (b) discriminant validity, (c) sensitivity to change, (b) internal consistency, and (e) any other factors which may contribute evidence to be a measure’s construct validity.

The SEI Children’s Self Concept Scale (CSCS), and Children’s Social Desirability Scale (CSDS) were administered to all fifth grade students enrolled in an elementary school within a public school district in the northeastern United States. The self-concept assessments were conducted within the students’ regular classrooms by their regular classroom teachers. The Behavior Academic Self Esteem (BASE) scale was completed for each student by his/or classroom teacher.

Multiple regression analysis was used to investigate the relationship among the SEI, CSCS, CSDS, and BASE. A stepwise procedure indicated that the CSCS and the BASE accounted for a significant amount of the SEI score variance. The relationship between the SEI and the CSDS was nonsignificant.

Multiple regression analysis was also used to investigate the sensitivity of the SEI to differences in achievement, age, and gender. Results indicated a positive relationship between achievement and self-concept Main effects for age in months and gender were non-significant.

Internal consistency coefficients were established for the SEI’s total score and five subscales, viz., general self, home-parents, school-academic, social self-peers, and the lie scale. The coefficients revealed that the SEI measures essentially one trait, which consists of five factors.

Intr-and inter-rater reliability coefficients were computed for the BASE using a percent agreement and average reliability coefficient respectively. The results revealed that the BASE, used by individual raters, provides a consistent observational measure over a specified period of time. The measure is also consistent across raters.

Disciplines

Child Psychology | Psychology | Social and Behavioral Sciences

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