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Abstract

A review of the literature related to measurement of self-concept clearly indicates that one of the central areas of concern is the validity of the subscales of the self-concept instrumentation currently in use. The purpose of this study was to examine the factorial validity of a widely used self-concept instrument, the Coopersmith Self-Esteem Inventory. Subjects were 1397 middle school students, grades six through eight. A comparison of the established subscales and empirically derived factors indicated substantial validity for the original subscales with the factors emerging from the 8-factor solution. The School Curriculum, Home-Parent, Social-Peer, and Lie scales, which are closely related empirically, appear to be measuring distinguishable features of self-concept.

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References

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The Coopersmith Self-Esteem Inventory: A Factor Analytic Study

Abstract

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