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Dimensionality of rosenberg’s self-esteem scale among normal-technical stream students in Singapore

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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.

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Authors and Affiliations

  1. Nanyang Technological University, Singapore

    Rebecca P. Ang

  2. Independent Researchers, Singapore

    Marion Neubronner, Su-Ann Oh & Victoria Leong

Authors
  1. Rebecca P. Ang
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  2. Marion Neubronner
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  3. Su-Ann Oh
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  4. Victoria Leong
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Corresponding author

Correspondence to Rebecca P. Ang.

Additional information

This study was supported by a grant from Center for Research in Pedagogy and Practice, National Institute of Education (CRP 26/04 RA) to Rebecca P. Ang.

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Ang, R.P., Neubronner, M., Oh, SA. et al. Dimensionality of rosenberg’s self-esteem scale among normal-technical stream students in Singapore. Curr Psychol 25, 120–131 (2006). https://doi.org/10.1007/s12144-006-1007-3

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