T. T. Linh
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The final EVES is the combination of the versions made in those translations.
Study 1
The pilot study on sample group of 432 participants, who are currently enrol-
ling in secondary schools and high schools in Hanoi and Hue with age ranging
from 14 to 18, showed that the scale has high reliability with Cronbach’s Alpha =
0.87. Based on the value of Crobach’s Alpha if item deleted as well as the value r
of Corrected Item—total correlation, we have
removed all items with
α > 0.87
and
r ≤ 0.1. The final scale includes 62 items that meet the statistical demand.
A principal component factor analysis revealed five factors with eigenvalues
greater than 1.00. These factors accounted for 49.2% of the overall variability in
scores. There are 167 (28.0%) nonredundant residuals with absolute values
greater than 0.05.The Kaiser-Meyer-Olkin Measure (KMO) is 0.88, the value of
Bartlett’s Test of Sphericity is 0.000, the Measure of Sampling Adequacy (MSA)
values range from 0.60 to 0.95. An examination of the item loadings revealed the
five factors to be familial self, physical self, emotional self, academic-future self
and social self (see
Table 1
).
Looking at the results in
Table 1
, it’s easy to notice that the contents of all ob-
tained items are consistent with factors to which they belong. Only item “I am
proud of my learning outcomes” fell into factor “physical self” with lowest factor
loading coefficient (0.447). Does it indicate that children perceive a certain relation
between “learning outcomes” with their appearance or is it because the number
of participants may not be large enough to produce more objective results?
Within the scope of this initial study, it’s hard to draw any conclusions. There-
fore, we decided to keep all these 33 obtained items to conduct the second study.
Study 2
This study was carried out on 1505 Vietnamese adolescent living in all 3 re-
gions of Vietnam: North, Central and South.
Using the 33-item scale obtained from Study 1, we tested the reliability of this
scale on the sample group mentioned above. The results confirmed high reliabil-
ity of the scale with Cronbach’s Alpha = 0.86, Cronbach’s Alpha if item deleted
range from 0.847 to 0.857, Corrected item—Total correlation range from 0.17 to
0.53. Factor analysis (with orthogonal rotation-varimax) was also used to ex-
amine the stability of factors obtained from Study 1 with the results as followed:
The value of Kaiser-Meyer-Olkin Measure is 0.9, the Bartlett’s Test of Sphericity
is 0.000, the Measure of Sampling Adequacy (MSA) range from 0.77 to 0.95. There
are 156 (29.0%) nonredundant residuals with absolute values greater than 0.05.
The data in
Table 2
illustrate that factor analysis produced a
virtual compati-
bility with the results we received in Study 1. The Cronbach’s Alpha coefficients
are acceptable for all factors obtained. The only difference from Study 1 is that in
this study, we noted a change of item “I am proud of my learning outcomes”. In
Study 1, this item belonged to “Physical self” factor, but in Study 2, it fell into the
group of “Academic-Future self” factor with factor loading = 0.486. In terms of
literal logic, this change is entirely rational. It ensures consensus for all items in
explaining obtained factors.
T. T. Linh
et al.
120
Table 1.
Summary of exploratory factor analysis results of the SPSS EVES scale (N = 432).
Rotated factor loadings
r
Item
Family self Physical self Emotional self Academic-Future self Social self
I easily feel satisfied with my face
and body
0.630
0.35
I feel good about myself
0.613
0.37
I notice that I am usually angry and tense
0.528
0.35
I am proud of my body
0.763
0.39
I often feel worried
0.580
0.33
I think I have a well-proportion body
0.553
0.33
In general, I am confident about myself
0.549
0.41
I understand the lesson in class very quickly
0.644
0.35
In class, I like to receive questions from teachers
0.680
0.18
I easily feel let down if my learning
outcomes are not good
0.502
0.21
I am satisfied with myself
0.688
0.45
People feel bored when I am in their groups
0.665
0.32
I remember what I learn easily
0.612
0.36
I believe in my future
0.484
0.39
In class, people always like to be with me
0.662
0.28
I have a feeling that I can’t do many things as well as others
0.495
0.26
Other people seem to listen and do what I say
0.529
0.12
I feel scared and cry when people criticize me
0.602
0.26
I am satisfied with the
development of my body
0.655
0.39
I feel lost in groups
0.533
0.44
I
am
proud
of
my
learning
outcomes
0.447
0.39
I am pleased to be a member of my family
0.700
0.53
I wish I had been born in another family
0.676
0.50
My family think of me as if I was nothing
0.694
0.44
I am proud to be my parents’ child
0.762
0.52
My family love me
0.797
0.56
I wish I can live
with my parents forever
0.464
0.26
In my family, people don’t pay attention to what I say
0.701
0.53
In my family, no one cares about me
0.732
0.50
I believe my family would have been better without me
0.681
0.53
My family are proud of me
0.583
0.58
My parents
respect me
0.741
0.58
I usually feel left out in my family
0.756
0.59
Eigenvalues
7.58
3.24
2.09
1.73
1.45
% of variance
21.65
9.25
5.98
4.95
4.15
α
0.90
0.79
0.61
0.62
0.57
Extraction Method: Principal Component Analysis.
Rotation Method: Varimax with Kaiser Normalization.
a. Rotation converged in 6 iterations. r refers to corrected item-total correlations.
T. T. Linh
et al.
122
Study 3: Test-retest reliability
The results of the test-retest reliability assessment on 94 Vietnamese adoles-
cents demonstrated strong reproducibility of the self-esteem scale and subscales
(Intraclass correlation (95% CI): overall scale, ICC = 0.91 (0.84, 0.95), p < 0.001;
familial self, ICC = 0.92 (0.86, 0.95), p < 0.001; physical self, ICC = 0.90 (0.84,
0.94), p < 0.001; academic-future self, ICC = 0.87 (0.82, 0.90); social self, ICC =
0.88 (0.84, 0.89); emotional self, ICC = 0.90 (0.86, 0.92) (see
Table 3
).
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