Global self-esteem and method effects: Competing factor structures, longitudinal invariance, and response styles in adolescents

Szigeti, Réka; Kökönyei, Gyöngyi; Demetrovics, Zsolt

doi:10.3758/s13428-013-0391-5

Cited by 55 publications

(42 citation statements)

References 44 publications

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“…Self-worth was assessed by the Hungarian version of the Rosenberg’s Self-Esteem Scale (RSES-HU; [46], Hungarian version, [47]). The RSES assessed global self-esteem (i.e., feeling of self-worth and self-acceptance) with 10 items on a 4-point scale (“strongly agree” to “strongly disagree”).…”

Section: Methodsmentioning

confidence: 99%

Problematic Social Media Use: Results from a Large-Scale Nationally Representative Adolescent Sample

et al. 2017

Self Cite

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Despite social media use being one of the most popular activities among adolescents, prevalence estimates among teenage samples of social media (problematic) use are lacking in the field. The present study surveyed a nationally representative Hungarian sample comprising 5,961 adolescents as part of the European School Survey Project on Alcohol and Other Drugs (ESPAD). Using the Bergen Social Media Addiction Scale (BSMAS) and based on latent profile analysis, 4.5% of the adolescents belonged to the at-risk group, and reported low self-esteem, high level of depression symptoms, and elevated social media use. Results also demonstrated that BSMAS has appropriate psychometric properties. It is concluded that adolescents at-risk of problematic social media use should be targeted by school-based prevention and intervention programs.

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Section: Methodsmentioning

confidence: 99%

Problematic Social Media Use: Results from a Large-Scale Nationally Representative Adolescent Sample

et al. 2017

Self Cite

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“…They found that it demonstrated good internal reliability and factor structure across many languages and different cultures. However, several studies have described variations in interpretation of the negatively worded items, which raises the question of how self-esteem is evaluated in different cultures (Brown, Cai, Oakes, & Deng, 2009; Schmitt & Allik, 2005; Urbán, Szigeti, Kökönyei, & Demetrovics, 2013; Wu, 2008). Taking into account cultural norms and capturing the specifics of the target population became relevant to successfully implementing the study.…”

mentioning

confidence: 99%

“I Am Proud of Myself, Just the Way I Am” (Mwen Fyé De Tét Mwen, Jan Mwen Ye Ya): A Qualitative Study Among Young Haitian Women Seeking Care for Sexually Transmitted Infections (STIs) in Haiti

Severe¹,

Fitzgerald²,

Deschamps³

et al. 2014

AIDS Education and Prevention

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Haitian women are twice as likely as men to have HIV/AIDs. Factors underlying the feminization of HIV are complex. Self-esteem is an important correlate of sexual behavior. However, its meaning and impact on health behaviors may be influenced by cultural factors. This qualitative study took place in Haiti 4 months after the 2010 earthquake and examines the meaning of self-esteem among young Haitian women seeking treatment for a recurrent sexually transmitted infection (STI). The meaning of self-esteem was derived from a sense of gratitude and was rooted in their ability to provide for family. This may have led to behaviors such as not using condoms or having sex with partners in concurrent relationships. This article highlights the resilience and resourcefulness of Haitian women, provides insight into how women with apparent positive self-images were led to make choices that placed them at high risk for contracting HIV, and concludes with recommendations for future interventions.

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“…Unfortunately, a review of the literature does not support these assertions. However, responses to negatively worded items have been found to yield systematic variance that is irrelevant to the content under study, this is irrespective of the age group but it is more commonly with young children (e.g., Benson and Hocevar 1985;Hooper et al 2013;Urbán et al 2014;Marsh 1986). Marsh and his colleagues define method effects as "nontrait effects associated with idiosyncratic aspects of particular items or methods of data collection" (Marsh et al 2013, p. 112).…”

Section: Methods Effects: the Negative Item Effectmentioning

confidence: 99%

TIMSS data in an African comparative perspective: Investigating the factors influencing achievement in mathematics and their psychometric properties

Bofah

Hannula

2015

Large-scale Assess Educ

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Relationships among motivational constructs from the 2011 Trends in International Mathematics and Science Study (TIMSS 2011) were investigated for eight-graders in all the five participating African countries, representing 38,806 (49 % girls). First, we investigated the psychometric properties (factor structure, reliabilities, method effect, and measurement invariance-country and gender) of the mathematics motivational constructs across the five educational systems. There was empirical support for the multidimensionality of the construct and the TIMSS 2011 motivational construct was largely invariant across cultures. Furthermore, a series of confirmatory factor analyses revealed that there is a need to control method effects associated with negatively worded items in the measurement model. There was support suggesting that in many cultures responses to negatively worded items are systematically different. The factor structures and reliabilities (i.e., confidence and the like mathematics scales) were affected by negatively worded items. Second, the relationships between the constructs, achievements and background variables such as parental education, gender and students' educational aspirations were investigated. We identified several significant relationships between self-belief and mathematics achievement. Differences in the latent mean achievement and the motivational construct were similar to those that have been described in the literature as "paradoxical" and "perplexing". Nations with high mathematics achievement seem to have students with more negative mathematics self-belief. Some results extend, whereas others refute the findings of previous research. For instance, the relationship between students' mathematics confidence and mathematics achievement was lower than the relationship between the value of mathematics and achievement in some countries and it was the reverse in others. However, consistent with cultural stereotypes, boys rated their mathematics competence higher than girls. The findings are discussed with reference to implications for cross-cultural research and practice.

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Global self-esteem and method effects: Competing factor structures, longitudinal invariance, and response styles in adolescents

Cited by 55 publications

References 44 publications

Problematic Social Media Use: Results from a Large-Scale Nationally Representative Adolescent Sample

Problematic Social Media Use: Results from a Large-Scale Nationally Representative Adolescent Sample

“I Am Proud of Myself, Just the Way I Am” (Mwen Fyé De Tét Mwen, Jan Mwen Ye Ya): A Qualitative Study Among Young Haitian Women Seeking Care for Sexually Transmitted Infections (STIs) in Haiti

TIMSS data in an African comparative perspective: Investigating the factors influencing achievement in mathematics and their psychometric properties

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