Psychometric evaluation of the Rosenberg Self-Esteem Scale in primary school students with mild intellectual disability: First evidence

This is a PDF file of an article that has undergone enhancements after acceptance, such as the addition of a cover page and metadata, and formatting for readability, but it is not yet the definitive version of record. This version will undergo additional copyediting, typesetting and review before it is published during the production process, errors, may be discovered which could affect the content, and all legal disclaimers that apply to the journal pertain.

show abstract

“…22 The Greek translation is both reliable and valid. 23 In this study, the RSES Cronbach alpha coefficient was α = 0.80.…”

Section: Methodsmentioning

confidence: 63%

Dimensionality and psychometric properties of the Greek version of the Τype 1 Diabetes Stigma Assessment Scale (DSAS-1-Gr)

Benioudakis¹,

Kalaitzaki²,

Karlafti³

et al. 2022

Psychiatriki

View full text Add to dashboard Cite

show abstract

“…The results suggest that parental trust and support for their younger children positively affect their self-esteem, which further affects their college learning engagement. Drawing from other studies, 62,63 it is supported that trust, support, and attachment with parents stimulate self-esteem during childhood and adolescence. Parental trust and support are one of the constructs incorporated into parenting, specifically the attachment level.…”

Section: Discussionmentioning

confidence: 81%

General Self-Esteem as the Mechanism Through Which Early-Childhood Parental Trust and Support Affect Adolescents’ Learning Behavior: A Moderated Mediation Model

Fute

Sun

Oubibi

2023

INQUIRY

View full text Add to dashboard Cite

Parental trust and support are machineries for children’s cognitive growth and behaviors exhibited at a later age. Their influence on students’ learning engagement at school has been reported, but little is known about the mechanisms through which such a proposed causal effect occurs. This study tested 2 major proposed hypotheses; (1) general self-esteem (GSE) mediates the causal relationship between parents’ trust and support (PTS) and Learning engagement (LE). (2) The mediation effect is further moderated by students’ college grade level. Data was collected from 1139 college students in Tanzania (Mage = 22.5, SDage = 0.681) who filled out an online-designed questionnaire. SPSS (Statistical Package for Social Science), PROCESS macro of SPSS, and JASP (Jeffrey’s Amazing Statistical Program) were used for analyzing data. The results indicated that GSE had a mediating effect ( β = .0912, SE = 0.0134, P < .001) on the causal relationship between PTS and LE. The unmediated (direct) effect of PTS on LE ( β = .2125, SE = 0.0419, P < .001) was lower than the total effect ( β = .3037, SE = 0.0553, P < .001) after the mediation. The interaction effects of PTS ( β = .0463, P < .001) and GSE ( β = .0495, P < .001) on students’ college grades were statistically significant, indicating that the mediation effect of GSE on the causal relationship between PTS and LE was moderated by college grades. Parental trust and support enhance students’ behavioral learning at school through their general self-esteem, built from the family level (parenting).

show abstract

“…Researchers claim this scale is a two-dimensional construct of positive and negative self-images when using the CFA. Besides, five items with positive words on one factor were named “positive self-esteem” (PSE), and five items with negative words on another factor were termed “negative self-esteem” (NSE) [ 35 , 36 ]. Previous studies have reported a poor fit for the single-factor model of this scale using the CFA, as well as a better fit with positive and negative self-images for the two-factor model [ 37 ].…”

Section: Methodsmentioning

confidence: 99%

Relationship between academic procrastination, self-esteem, and moral intelligence among medical sciences students: a cross-sectional study

Ghasempour,

Babaei,

Nouri

et al. 2024

BMC Psychol

View full text Add to dashboard Cite

Background Academic procrastination is a widespread phenomenon among students. Therefore, evaluating the related factors has always been among the major concerns of educational system researchers. The present study aimed to determine the relationship of academic procrastination with self-esteem and moral intelligence in Shahroud University of Medical Sciences students. Methods This cross-sectional descriptive-analytical study was conducted on 205 medical sciences students. Participants were selected based on inclusion and exclusion criteria using the convenience sampling technique. The data collection tools included a demographic information form, Solomon and Rothblum’s Procrastination Assessment Scale-Students, Rosenberg Self-Esteem Scale, and Lennick and Kiel’s Moral Intelligence Questionnaire, all of which were completed online. The data were analyzed using descriptive statistics and inferential tests (multivariate linear regression with backward method) in SPSS software. Results 96.1% of participating students experienced moderate to severe levels of academic procrastination. Based on the results of the backward multivariate linear regression model, the variables in the model explained 27.7% of the variance of academic procrastination. Additionally, self-esteem (P < 0.001, β=-0.942), grade point average (P < 0.001, β=-2.383), and interest in the study field (P = 0.006, β=-1.139) were reported as factors related to students’ academic procrastination. Conclusion According to the findings of this study, the majority of students suffer from high levels of academic procrastination. Furthermore, this problem was associated with low levels of self-esteem, grade point average, and interest in their field of study.

show abstract

Psychometric evaluation of the Rosenberg Self-Esteem Scale in primary school students with mild intellectual disability: First evidence

Cited by 9 publications

References 38 publications

Dimensionality and psychometric properties of the Greek version of the Τype 1 Diabetes Stigma Assessment Scale (DSAS-1-Gr)

Dimensionality and psychometric properties of the Greek version of the Τype 1 Diabetes Stigma Assessment Scale (DSAS-1-Gr)

General Self-Esteem as the Mechanism Through Which Early-Childhood Parental Trust and Support Affect Adolescents’ Learning Behavior: A Moderated Mediation Model

Relationship between academic procrastination, self-esteem, and moral intelligence among medical sciences students: a cross-sectional study

Contact Info

Product

Resources

About