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Peter R. Hills
Leslie J. Francis *
University of Warwick, UK
Penelope Jennings
Abstract
The school short form of the Coopersmith Self-esteem Inventory is a widely used measure of
children’s global self-esteem. Unlike the full length scale, however, it has been generally
understood that the short form does not allow differentiation between the major individual
sources of self-esteem (Coopersmith, 1981). The present study has examined the internal
structure of the school short form by exploratory and confirmatory analysis on data provided
by 3056 adolescents between the ages of 13 and 15 years and has demonstrated that after the
removal of six redundant items, the newly revised scale not only possesses improved
psychometric properties, but also contains three clear factors that correspond to personal self-
esteem and self-esteem derived from parents and peers respectively. The presentation of a
revised version of the school short form of the Coopersmith Self-esteem Inventory that is
psychometrically robust and demonstrates three clear sub-scales will allow clearer
Self-esteem (SE) is a widely used construct both in popular and formal psychology
(Baumeister, Campbell, Krueger, & Vohs, 2003; Lipnevich, 2006). Maslow (1970) identified
functioning and proposed that the construct was made up of personal SE and esteem that was
generated by the positive regard of important others. SE has been defined as an individual’s
sense of self-worth, or the extent to which a person values, approves of, appreciates, prizes or
likes him- or her-self (Blascovitch & Tomaka, 1991), and has been related to many
and clinical psychology. The construct has also been widely used in educational psychology
Many measures have been designed to assess SE and by the mid 1970s several
authors (Petersen, 1977; Drummond & McIntyre, 1977; Wiley, 1974) commented that these
the best established instruments is the 50-item school form of the Coopersmith Self-Esteem
Inventory (SEI: Coopersmith, 1967, 1981) which was devised for use with children, and
designed to assess attitudes towards the general self and in the specific contexts of school,
parents and peers. The factor structure of the 50-item instrument has been examined in
several studies. Ketcham and Morse (1965) identified five factors corresponding to total
(personal?) self-esteem, social self-esteem, doing well in school, self-deprecation and self-
certainty. Kokenes (1978) identified nine factors, which were condensed into four bi-polar
scales broadly related to school, parents and peers and the general self, and concluded that the
results supported the theoretical dimensions of the SEI, although 17 of the 50 items cross-
loaded on at least two factors. Roberson and Miller (1986) extracted eight empirical factors,
although 13 items of the original scale were excluded because their factor loadings on any of
the factors were negligible. Correlations of the empirical factors with the Coopersmith
THE MEASUREMENT OF CHILDREN’S SELF-ESTEEM 4
subscales gave most support for the existence of the parental sub-scale, but the evidence for
the existence the other subscales was ambiguous and one empirical factor did not load on any
of the of the Coopersmith sub-scales. The factor structure of the school form of the SEI does
provide an alternative to the SEI when time for completion is limited. The scale consists of
the 25-items (from the 50-item scale) which showed the highest item-total score correlations
in the full scale. It was stated (Coopersmith, 1981) that this scale does not allow
differentiation by subscale and that the validity of the scale had not been established. More
recently, Zhang (1997) reported the internal reliability and construct validity of the school
short-form to be satisfactory. A literature survey has indicated that the short form inventory is
still in general use, mainly as a measure of global self-esteem (for example: Delaney & Lee,
1995; Francis, 2005; Francis & Gibbs, 1996; Hills, Francis, & Jennings, 2006; Jones &
Francis, 1996; Robbins, Francis, & Kerr, 2007; Sapp 1994; Stark, Spirito, Lewis, & Hart,
1990; Williams, Francis, & Robbins, 2006), but the factor structure of the instrument appears
not to have been investigated. The present study aims to establish whether the school short-
form Coopersmith Self-Esteem Inventory has an internal structure that might extend the
usefulness of the measure beyond its general application as a measure of global self-esteem.
Method
Participants
the project, and 23 accepted that invitation. Within the participating schools questionnaires
were administered during religious education lessons among year nine or year ten pupils
(between the ages of 13 and 15 years). Pupils were assured of anonymity and confidentiality.
Completed questionnaires were received from 3056 pupils (1531 boys, 1525 girls) of whom
THE MEASUREMENT OF CHILDREN’S SELF-ESTEEM 5
Measures
Coopersmith, 1967), which consists of 25 items relating to three areas: global self-esteem “I
can make up my mind without too much trouble”, “I often wish I were someone else”;
relations with parents “My parents usually consider my feelings”, “My parents expect too
much of me”; and relations with peers “I’m popular with kids [of] my own age”, “Most
people are better liked than I am”, to be answered on a yes/no scale. Self-esteem scores were
calculated from the aggregate item scores with higher scores indicating greater self-esteem. A
Analysis Strategy
Exploratory factor analyses were conducted with the SPSS statistical Package for
Windows, Release 11.0.1 (SPSS for Windows, 2001). Confirmatory factor analyses were
implemented with the AMOS structural equation modelling (SEM) program (Arbuckle
1997). Use of the chi-square statistic (2/df) is the most obvious way to measure the fit of a
model to data, but unfortunately the 2 goodness of fit index is sensitive to sample size, and
the probability of rejecting a hypothesised model increases as the sample size increases. In
consequence, many alternative goodness of fit parameters have been devised to evaluate
SEMs, but there is little agreement on those that are the most useful, and it is now customary
to report the results for a range of indices. In addition to the chi-square statistic, model fit was
tested in the present study with the Goodness of Fit Index (GFI), the Tucker-Lewis Index
(TLI), the Comparative Fit Index (CFI), the Normed Fit Index (NFI), the Parsimony Normed
Fit Index (PNFI), and the Adjusted Goodness of Fit Index (AGFI). For most alternative
THE MEASUREMENT OF CHILDREN’S SELF-ESTEEM 6
measures of goodness of fit, as a rule of thumb, values in excess of .90 are considered to
indicate a good fit, although for the parsimonious indicators, PNFI and AGFI, values in
Basic statistics
Reported scores covered the theoretical range of the SEI (minimum = 0, maximum =
25) and the average score (15.03, S.D 5.33) was in excess of the theoretical mid-point of the
scale. In line with other studies (Francis, 1998; Primavera, Simon, & Primavera, 1974;
Watkins, 1982), the mean scale score was greater for boys (16.07, S. D. 5.09) than for girls
(13.99, S.D. 5.34) and independent t-tests showed that the difference was highly significant (t
Internal consistency
The internal consistency reliability (Cronbach’s α = .83) of the scale was adequate,
but examination of the individual item/rest-of-test correlations showed that the contributions
made by several items were relatively small; for example “Things usually do not bother me”
and “I can't be depended on”, had item/rest-of-test correlations smaller than .20. The mean
inter-item correlation was .167, with individual values ranging from -.009 to .577, which
The suitability of the data for factor analysis was tested by calculating the Kaiser-
Meyer-Olkin measure of sampling adequacy, and the value obtained, .89, was more than
adequate (Kaiser, 1974). Principal components analysis extracted six factors with eigen
values >1, which together explained 48.1% of the total variance. The item compositions of
the six factors following Varimax (orthogonal) rotation, not reported here, identified several
ambiguities which made it difficult to interpret the nature of the last three factors which
THE MEASUREMENT OF CHILDREN’S SELF-ESTEEM 7
contained few items, and six items loaded more or less equally on two factors. Orthogonal
rotation produces uncorrelated factors, which may over-simplify the relationships existing in
real-life data. A scree plot, however, suggested the presence of three factors. After extraction
of three factors (maximum likelihood), the data was accordingly processed by an oblique
technique (direct oblimin, δ = 0), which does not force the extracted factors to be
Table 1 shows the presence of three factors and none of the items loaded on more than
one factor. Six items had factor loadings less than the applied cut-off value of .35; all of these
items appeared to be marginally associated with the first factor, had low communalities
ranging from .03 to .15, and were accordingly discarded. The three factors were tentatively
identified as personal self-esteem (F1), self-esteem derived from parents (F2) and self-esteem
derived from peers (F3). Of these, F1 explains substantially more of the total variance than
F2 and F3.
After removal of the six items with weak factor loadings on any of the factors, the
revised scale comprised 19 items divided into three subscales: personal self-esteem (9 items);
parentally derived self-esteem (5 items) and peer derived self-esteem (5 items). Given the
small number of items in each sub-scale, the scale reliabilities as measured by Cronbach α
and reported in Table 1 are considered sufficient according to the criteria proposed by
DeVellis (2003). As a measure of global self-esteem, the correspondence between the 19-
item revised school short-form Coopersmith Self-Esteem Inventory and its parent 25-item
measure was high. The Pearson correlation between the two scales was large (r = .97, p <
.001). The scale reliability for the revised scale, Cronbach α = .83 was unchanged despite the
smaller number of items, and the mean inter-item correlation also increased from .17 to .21,
suggesting that the six discarded items are effectively redundant. The three sub-scales were
intercorrelated (F1 and F2, r = .56; F1 and F3, r = .60; and F2 and F3, r =.21), all significant
THE MEASUREMENT OF CHILDREN’S SELF-ESTEEM 8
at the p <.001 level. These data demonstrate that both self-esteem derived from parents and
self-esteem derived from peers are closely related to personal self-esteem. However, self-
esteem derived from parents and self-esteem derived from peers are much less closely
related.
A confirmatory factor analysis was first conducted on the three-factor, 19 item model
suggested by the preceding exploratory factor analysis and the results are reported in Table 2,
which shows that both the GFI and then AGFI have values in excess of the recommended
value of .90. Examination of the modification indices (MIs) suggested that the model could
be improved by allowing three pairs of error terms to covary. Covariance of error terms is an
indication that the items are statistically very similar in the responses they generate, perhaps
because they are semantically alike. The MIs suggest that the addition of error term
covariances between items c11 and c22 , “My parents expect too much of me” and “I usually
feel as if my parents are pushing me”, items c01 and c02, “I often wish I were someone else”
and “There are lots of things about myself that I would change if I could”, and items c17 and
c23, “I often feel upset in school” and “I often get discouraged in school”, would result in an
improved goodness of fit. Since these items are clearly semantically alike, the corresponding
error term covariances were added in turn. The results that are also reported in Table 2, show
that these modifications resulted in progressive improvements and together provided values
in excess of .90 for six of the seven goodness-of-fit indices employed. Reference was made
above to the difficulties associated with the use of the 2 goodness of fit index with large
samples, and with the present sample (N = 3060), Table 2 shows that the observed value,
8.56, is in excess of even the most relaxed recommended acceptable value, 2/df < 5
(Wheaton, Muthén, Alwin and Summers, 1977). When the final analysis was repeated with a
smaller randomly selected sample (N = 250), the 2/df value fell to 1.82 less than the most
THE MEASUREMENT OF CHILDREN’S SELF-ESTEEM 9
that the revised school short-form Coopersmith Self-Esteem Inventory has a psychometrically
Conclusions
The present study set out to examine the internal structure of the school short form of
the Coopersmith Self-esteem Inventory, a widely used measure of children’s global self-
esteem, and also to explore ways of developing and improving this well-established measure.
It has been shown that after the removal of six redundant items, the newly revised instrument
possesses improved psychometric properties, and also contains three clear factors. Three
First, the correlation between the original 25-item form of the instrument and the new
19-item scale is high, r = .97, so the present study does not call into question the findings of
several decades of research which have employed the former 25-item instrument as a
Second, one of the main reasons for the development of the 25-item form of the SEI
was to provide a shorter and more economical instrument for research purposes when the
time for administration of the questionnaire was limited. The present findings suggest,
however, that there remains unnecessary redundancy in the 25-item instrument and that the
development of an even shorter form has produced not only a more economical scale, but has
Third, a supposed disadvantage of the 25-item short form in comparison with the 50-
item parent instrument is that it has been generally understood that the short form does not
allow differentiation among the major sources of self-esteem (Coopersmith, 1981). The
present findings, however, have demonstrated that the revised scale contains three clear
THE MEASUREMENT OF CHILDREN’S SELF-ESTEEM 10
factors corresponding to personal self-esteem and self-esteem derived from parent and peers
respectively.
The first recommendation concerns the use of this revision of the school short-form of the
Coopersmith Self-esteem Inventory in further research. This instrument has the advantage of
clear continuity with established research using both the 50-item form and the 25-item form,
and the additional advantages of being shorter and quicker to complete (with only 19 items),
The second recommendation concerns the potential offered for re-analysis of existing
data generated by studies using the 25-item form. Since all the constituent items of the
revised scale are present in the original scale, it will be relatively easy to adapt previously
collected data in order to isolate and to explore the correlates of the three different sources of
self-esteem.
psychological and counselling practice. In a relatively unobtrusive way the factor structure of
this short instrument may be useful in providing insight not only into general levels of self-
esteem, but also into the sources of self-esteem, particularly as these sources impact
Note
Sadly Dr Peter R Hills died shortly after the completion of this manuscript. His co-authors
References
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school pupils in South Africa. In P. Heggy (Ed.), What do we imagine God to be? The
function of ‘God images’ in our lives (pp. 89-107). Lampeter: Edwin Mellen Press.
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Table 1
Item M S.D. F1 F2 F3 h2
C01 .47.50 I often wish I were someone else (-) .65 .38
C03 .33.47 There are lots of things about myself I'd change
if I could (-) .61 .29
C15 .56.50 I have a low opinion of myself (-) .54 .33
C17 .70.46 I often feel upset in school (-) .47 .30
C05 .61.49 I get easily upset at home (-) .45 .27
C13 .59.49 Things are all mixed up in my life (-) .45 .39
C23 .67.47 I often get discouraged in school (-) .40 .23
C12 .54.50 It is pretty tough to be me (-) .39 .29
C18 .45.50 I am not as nice looking as most people (-) .38 .19
C07 .72.45 It takes me a long time to get used to anything new (-) .12
C10 .68.47 I give in very easily (-) .12
C02 .45.50 I find it hard to talk in front of the class (-) .15
C04 .69.46 I can make up my mind without too much trouble .11
C24 .52.50 Things usually do not bother me .06
C25 .66.48 I can't be depended on (-) .03
C11 .62.49 My parents expect too much of me (-) -.70 .40
C22 .64.48 I usually feel as if my parents are pushing me (-) -.66 .39
C20 .65.48 My parents understand me -.61 .37
C09 .69.46 My parents usually consider my feelings -.58 .31
C16 .51.50 There are many times when I would like to leave
home (-) -.43 .31
C08 .75.43 I am popular with kids my own age .64 .30
C06 .85.36 I am a lot of fun to be with .56 .21
C19 .75.43 If I have something to say I usually say it .41 .17
C14 .46.50 Kids usually follow my ideas .38 .13
C21 .50.50 Most people are better liked than me (-) .36 .33
Eigen value 5.34 3.12 1.34
Variance explained before rotation (%) 26.1 10.3 6.9
Cronbach’s α .74 .76 .63
Notes:
Factor loadings < .30 not shown
(-) Item reversed in scoring
Discarded items italicized
F1 = personal self-esteem
F2 = self-esteem derived from parents
F3 = self-esteem derived from peers
h2 = the symbol for communality, and communality is the amount of variance in an item
explained by the factors
THE MEASUREMENT OF CHILDREN’S SELF-ESTEEM 15
Table 2
Confirmatory factor analyses of the revised Coopersmith Self-esteem Inventory Short Form
GFI = goodness of fit index, TLI = Tucker-Lewis index, CFI = comparative fit index,
NFI = normed fit index, PNFI = parsimony normed fit index, AGFI = adjusted goodness of
fit index.
THE MEASUREMENT OF CHILDREN’S SELF-ESTEEM 16
Résumé
est grandement utilisée pour mesurer l’estime de soi globale chez les jeunes. On croit
généralement que cette version ne permet pas de différencier entre les principales sources
1981). La présente étude porte sur l’examen de la structure de la version abrégée, au moyen
âgés de 13 à 15 ans. Or, il appert que la nouvelle échelle révisée, si on enlève six questions
comporte trois facteurs distincts qui correspondent à l’estime de soi dérivée du soi, des
parents et des pairs, dans l’ordre. C’est donc dire qu’une version révisée de l’Inventaire
d’estime de soi de Coopersmith pour le milieu scolaire, qui comprend des propriétés