Development and Validation of the Self-Esteem Scale of Toulouse (etes) in Vietnam
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| 2. Self-Esteem and Measurement
Self-esteem has always been considered one of the most basic needs of each indi- vidual. According to Maslow [8] : “ All people in our society (with a few patho- logical exceptions) have a need or desire for a stable, firmly based, (usually) high evaluation of themselves, for self-respect, or self-esteem, and for the esteem of others. […]. Satisfaction of the self-esteem need leads to feelings of self-confidence, worth, strength, capability and adequacy of being useful and necessary in the world. But thwarting of these needs produces feelings of inferiority, of weakness and of helplessness”. The notion of self-esteem is not new. This term was first coined by James in 1890. Besides being one of the oldest concepts in psychology, self-esteem is also the third most frequently occurring theme in psychological literature [9] . Given such a long and varied history, it is not surprising to find that many theories have their own perspective on self-esteem. The unidimensional model proposed that self-esteem is an overall construct, referring to the most general self-evaluation. Pioneering research supporting this approach was conducted by Coopersmith [3] , Piers & Harris [10] , Rosenberg [5] . In support of the unidimentional model, Rosenberg [5] suggested that self- esteem reflected positive or negative attitudes toward oneself. Therefore, Rosen- berg pointed out that self-esteem consists of two different connotations: one for people who consider themselves “very good”, which means they have higher self-esteem than others, and one for those who think they are just “good enough”. Based on this theoretical approach, Rosenberg has proposed a 10-item self-esteem scale (Rosenberg Self-Esteem Scale), including 5 positive items and 5 T. T. Linh et al. 116 negative items. The scale gives a score depicting the participant’s level of self- esteem. The unidimentional model has been proved to have many limitations because in order to confirm one’s existence, each individual must take part in various ac- tivities in social life generally and vocational activities specifically. Therefore, Harter has criticized this model. She suggested that the multidimentional model should be used when examining self-esteem. Combining his ideas in 1965s and Harter’s point of view, Rosenberg [11] made some changes in his way of ap- proaching self-esteem. With the outcomes of a research on 1886 high school students (grade 10), Rosenberg and his colleagues have reported a relation be- tween overall self-esteem and self-esteem in particular areas of each person (e.g. in the area of studying with academic self). They pointed out that self- esteem in specific area is more suitable for behavioral aspects, whilst overall self-esteem would serve better in the aspect of an individual’s mental health. Therefore, for these authors, self-esteem has become both unidimensional and multidimen- tional. When it comes to the multidimensional theory of self-esteem, it is necessary to mention research conducted by Marsh and colleagues [12] [13] . Based on stu- dies of Shavelson and et al. [14] , Marsh and colleagues have devised self-esteem questionnaire (Self Description Questionnaire—SDQ) with three versions—I, II, III for different groups of subjects with ages ranging from primary students to adolescents. Also during this period of time, Harter’s work was highly regarded by those who were interested in self-esteem. Stemming from James’ viewpoint [15] when suggesting that self-esteem of an individual is reinforced in successful situations, and Cooley’s ideas (1902) as he pointed out that self-esteem is devel- oped according to the way we encode the reaction of others to us, Harter (1985, cited according to [16] ) proposed a self-esteem scale for children (Self-Perception Profile for Children—S.P.P.C) and 3 years later, in 1988, she came up with another self-esteem scale for adolescents (Self-Perception Profile for Adolescents —S.P.P.A) on the basis of S.P.P.C. In the latter one, Harte added 3 typical as- pects of adolescents, which are close relationship with friends, attractiveness in romantic relationship and capabilities in their work. After carrying out research, Harter came to conclusion that negative self-esteem of a child in a special do- main did not necessarily affect the overall satisfaction of their personal values. Based on theoretical overview of previously conducted research by Coopers- mith [3] , Rosenberg [5] , Harter [17] [18] , Oubrayrie et al. [2] devised an attitude scale to measure self-esteem of targeted subjects in the most general way as well as on specific aspects, and they named it The self-esteem scale of Toulouse (Échelle Toulousaine d’Estime de soi-ETES), which will be presented in more details in the following part of this paper. In summary, each author with their own opinions and a specific cultural- social environment in which they lived has contributed a rich diversity of view- points to different fields of self-esteem. Even though there were no complete compatibilities among these fields, generally we can affirm that these fields are T. T. Linh et al. 117 only relative in nature because the simulation and evaluation of each individual may vary according to different aspects. Therefore, it seems that the change of one self-esteem aspect (e.g. social ego) would not necessarily has an impact on other self-esteem aspect of that person (e.g. academic ego), and it is even harder to confirm that the change of one aspect would influence the overall self-esteem. tải về 309.61 Kb. Chia sẻ với bạn bè của bạn:
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