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1

STRUCTURE OF ROSENBERG'S SELF-ESTEEM SCALE: THREE-FACTOR SOLUTION

100%
Blatny M., Urbanek T., Osecka L.
Studia Psychologica
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2006
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vol. 48
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issue 4
371-378
EN
The study deals with the structure of the Rosenberg Self-Esteem Scale. In a previous research the several samples of the Czech adolescents were obtained, yielding a similar three-factor structure as the exploratory results. The confirmatory factor analysis was conducted on the joint sample (N = 708, 293 boys and 415 girls) and separately on a high school students group (N = 428, 184 boys and 244 girls) and a university students group as well (N = 280, 109 boys and 171 girls). The analyses corroborated the hypothesis about three-factor structure invariant in both groups. These factors are assertion of the positive statements about self, denial of the negative statements about self and a factor of a social comparison.
2

CONFIRMATORY FACTOR ANALYSIS OF ROSENBERG SELF-ESTEEM SCALE IN A SAMPLE OF SLOVAK HIGH SCHOOL AND UNIVERSITY STUDENTS

100%
Halama P.
Studia Psychologica
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2008
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vol. 50
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issue 3
255-266
EN
The contribution presents the results of confirmatory factor analysis of the Rosenberg Self-Esteem Scale (RSES) among Slovak subjects. The sample consisted of 920 high school and university students (365 males, 555 females). Using LISREL software, eight different models of factor structure were estimated. The models were formulated on the basis of the previous results, and they included a one-factor model, a one-factor model with correlated uniquenesses of negatively worded items, an one-factor model with correlated uniquenesses of positively worded items, four two-factor models (positive and negative self-esteem, self-liking and self-competence, general and transient self-esteem, self-derogation and defense of self), and a three-factor model (social comparison, positive and negative self-esteem factors). The best fit indices were found for the model one-factor with correlated uniquenesses of negatively worded items representing unidimensional construct contaminated by effect associated with negatively worded items. Satisfactory fit indices were also found for the one-factor model with correlated uniquenesses of the positively worded items, for the two-factor solution with positive and negative self-esteem and for the three factor solution. Correlational analysis revealed that factors based on these models differ in their correlations with Big Five personality traits as measured by NEO-FFI. This suggests that Rosenberg Self-Esteem Scale can be used alternatively as one, two or three dimensional measure.
3

A NEW PERSPECTIVE OF TRADITIONAL INTELLIGENCE THEORIES THROUGH MODERN TEST CONCEPTUALIZATION

88%
Kubinger K. D., Litzenberger M., Mrakotsky C.
Studia Psychologica
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2007
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vol. 49
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issue 4
295-312
EN
This paper discusses the divide between theory-based and test-based understanding of intelligence. Regardless of which intelligence theory might be true or might represent the academic state-of-the-art, intelligence test-batteries are commonly administered because of their existence and availability, and in that sense establish their own 'theory'. The question is which representation of human intelligence actually does apply in practice. As a matter of fact, Wechsler-based intelligence test-batteries are widely used all over the world. In this paper a psychometrically sound representative of Wechsler-based intelligence test batteries, the Rasch model scaled Adaptive Intelligence Diagnosticum (AID 2), is used as an example. Exploratory factor analyses and confirmatory factor analyses were performed with respect to the theories of Spearman, Wechsler, Thurstone, Cattell, and Jäger. Confirmatory factor analyses were also performed with respect to a specific model of learning disorders. The data of 662 6- to 16-year old children and adolescents were analyzed. The results indicate a surprising finding: it was not the four factor solution yielded from exploratory factor analysis of the AID 2 standardization sample which fits the data best - Wechsler's two factor model (verbal vs. performance factor) fits almost equally well - but a simple model of learning disorders. This is a hierarchical model with 'perception' as its base component, followed by 'utilization', and 'retrieval' of information.
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