Mixed Methods Investigation of the Validity of the Items on the Rosenberg Self-Esteem Scale

Abstract

This study explores the validity of the items on the Rosenberg Self Esteem scale. Self-esteem is the degree that someone feels favorably about themselves and how much value they personally feel they have. While other measures have been developed to measure global self-esteem, the RSES is overwhelmingly used most often. The definition of self-esteem and its role in education has been debated by educators, psychologists and educational psychologists for over 100 years. The self-esteem movement of the late 1980’s and 90’s in the United States was a campaign that began in the state of California and was widely adopted by the educational system. Understanding if the construct of self-esteem has changed since initial measurement tools were developed in 1965 is important. For example, items on the RSES may now be measuring other constructs of self. A mixed method design was utilized to examine the validity of the items on the RSES using the structure of Strong Program of Construct Validation combining qualitive and quantitative data. Qualitive data from thirty-three participants was collected via interviews using an informal interview style and research translation process called Think Aloud Protocol. Quantitative data was collected through one hundred and seventy-four surveys containing the RSES and the Self-Liking/Self-Competence Scale – Revisited. Findings showed that the items on the RSES were found to have statistical validity, but this measure may not be measuring current perceptions of self-esteem.