Dimensionality of rosenberg's self-esteem scale among normal-technical stream students in singapore

Rebecca P. Ang; Marion Neubronner; Su Ann Oh; Victoria Leong

doi:10.1007/s12144-006-1007-3

Dimensionality of rosenberg's self-esteem scale among normal-technical stream students in singapore

Rebecca P. Ang^*, Marion Neubronner, Su Ann Oh, Victoria Leong

^*Corresponding author for this work

Research output: Contribution to journal › Review article › peer-review

31 Citations (Scopus)

Abstract

Dimensionality of the widely used Rosenberg's Self-Esteem Scale (RSES) was investigated in a sample of 153 seventh-grade Asian students from Singapore. Confirmatory factor analyses performed on the scores of the RSES revealed two factors (positive and negative self-esteem) as hypothesized. Both factors were empirically related to different external variables. Results from multiple regression analyses indicated that positive self-esteem significantly predicted students' mastery goal orientation and academic self-efficacy scores while negative self-esteem significantly predicted students' disruptive behavior. These findings provide some preliminary support that the two factors could possibly be measuring substantively distinct dimensions, thus calling into question the unidimensionalty of the RSES in an Asian school-based sample.

Original language	English
Pages (from-to)	120-131
Number of pages	12
Journal	Current Psychology
Volume	25
Issue number	2
DOIs	https://doi.org/10.1007/s12144-006-1007-3
Publication status	Published - 2006
Externally published	Yes

ASJC Scopus Subject Areas

General Psychology

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title = "Dimensionality of rosenberg's self-esteem scale among normal-technical stream students in singapore",

abstract = "Dimensionality of the widely used Rosenberg's Self-Esteem Scale (RSES) was investigated in a sample of 153 seventh-grade Asian students from Singapore. Confirmatory factor analyses performed on the scores of the RSES revealed two factors (positive and negative self-esteem) as hypothesized. Both factors were empirically related to different external variables. Results from multiple regression analyses indicated that positive self-esteem significantly predicted students' mastery goal orientation and academic self-efficacy scores while negative self-esteem significantly predicted students' disruptive behavior. These findings provide some preliminary support that the two factors could possibly be measuring substantively distinct dimensions, thus calling into question the unidimensionalty of the RSES in an Asian school-based sample.",

author = "Ang, {Rebecca P.} and Marion Neubronner and Oh, {Su Ann} and Victoria Leong",

year = "2006",

doi = "10.1007/s12144-006-1007-3",

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journal = "Current Psychology",

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T1 - Dimensionality of rosenberg's self-esteem scale among normal-technical stream students in singapore

AU - Ang, Rebecca P.

AU - Neubronner, Marion

AU - Oh, Su Ann

AU - Leong, Victoria

PY - 2006

Y1 - 2006

N2 - Dimensionality of the widely used Rosenberg's Self-Esteem Scale (RSES) was investigated in a sample of 153 seventh-grade Asian students from Singapore. Confirmatory factor analyses performed on the scores of the RSES revealed two factors (positive and negative self-esteem) as hypothesized. Both factors were empirically related to different external variables. Results from multiple regression analyses indicated that positive self-esteem significantly predicted students' mastery goal orientation and academic self-efficacy scores while negative self-esteem significantly predicted students' disruptive behavior. These findings provide some preliminary support that the two factors could possibly be measuring substantively distinct dimensions, thus calling into question the unidimensionalty of the RSES in an Asian school-based sample.

AB - Dimensionality of the widely used Rosenberg's Self-Esteem Scale (RSES) was investigated in a sample of 153 seventh-grade Asian students from Singapore. Confirmatory factor analyses performed on the scores of the RSES revealed two factors (positive and negative self-esteem) as hypothesized. Both factors were empirically related to different external variables. Results from multiple regression analyses indicated that positive self-esteem significantly predicted students' mastery goal orientation and academic self-efficacy scores while negative self-esteem significantly predicted students' disruptive behavior. These findings provide some preliminary support that the two factors could possibly be measuring substantively distinct dimensions, thus calling into question the unidimensionalty of the RSES in an Asian school-based sample.

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U2 - 10.1007/s12144-006-1007-3

DO - 10.1007/s12144-006-1007-3

M3 - Review article

AN - SCOPUS:33750899364

SN - 1046-1310

VL - 25

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EP - 131

JO - Current Psychology

JF - Current Psychology

IS - 2

ER -

Dimensionality of rosenberg's self-esteem scale among normal-technical stream students in singapore

Abstract

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