An analysis of the coopersmith self-esteem inventory: A discussion of two studies

Edgar, Patricia; Powell, Robert; Watkins, David; Moore, Robert J.; Zakharov, Olive

doi:10.1080/00050067408256525

Cited by 18 publications

(8 citation statements)

References 5 publications

(1 reference statement)

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“…A second measure of self-concept-the Coopersmith (1959) Self-Esteem' Inventory (SE1)-was administered to the sample in addition to the Sears (1964) Self-Concept Inventory (SCI), which was employed in the previous study. Australian research with 12 to 14 year olds, using the SEI found "negligible" sex differences (Edgar, Powell, Watkins, Moore & Zakharov, 1974). This finding is consistent with those of a survey of some 8,000 Sydney adolescents (Connell, Stroobant, Sinclair, Connell, & Rogers, 1975).…”

Section: Ian D Smith University Of Sydneysupporting

confidence: 84%

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Sex differences in self-concept revisited

Smith

1978

Australian Psychologist

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Section: Ian D Smith University Of Sydneysupporting

confidence: 84%

“…It asks Ss whether they feel that certain statements, such as "I often wish I were someone else", are "like me" or "unlike me". This scale has been found to be suitable for use with Australian samples (Edgar et al, 1974;Ross, 1974).…”

Section: The Instrumentsmentioning

confidence: 99%

Sex differences in self-concept revisited

Smith

1978

Australian Psychologist

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“…This assumption is consistent with Brookover," Brookover and Thomas (1964), Calsyn (1973), Calsyn and Kenny (1977), Edgar, Powell, Watkins, Moore and Zakharov (1974), Hare (1975), Piers and Harris (1964), Winne, Marx and Taylor (1977), and Wylie (1974, pp. 180 and 326) as well as numerous others.…”

supporting

confidence: 78%

General Self-Concept, Self-Concept of Academic Ability and School Achievement: Implications for “Causes” of Self-Concept

West¹,

Fish²,

Stevens³

1980

Australian Journal of Education

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The research on relationships between general self-concept and school achievement and between self-concept of academic ability and school achievement was reviewed. Findings are now sufficient to indicate that school achievement is "causally predominant" over self-concept of academic ability.Demographic research in regard to differences relating to sex, socio-economic status, ethnicity, race, birth order, and age was also examined. Few demographically based conclusions were found to be warranted. The primary contributing factors to self-concept of academic ability are hypothesized to be the child's actual achievement or ability; the social feedback from significant others about that achievement, dissonances between that feedback and the actual ability, and the child's comparison group.

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“…The SEI (Coopcrsmith, 1967) was selected because it was one of the most frequently used Selfconcept instruments in Australia at the start of this study and because it apparently measured separate peer/social, hornelparent and academic components in addition to the general-self scale (see Edgar, Powell, Watkins, Moore & Zakharov, 1974). However, Marsh and Smith (1981) subsequently found no support for the separation of the various subscalcs on the basis of factor analyses and multitrait-multimethod analyses (MTMM) and these conclusions are generally consistent with the Shavelson et al (1976) review of the instrument and with Coopersmith's (1967) own findings that led him to question the distinctiveness of the scales and to conclude that selfconapt (as measured by his instrument) was not multidimensional.…”

Section: %mentioning

confidence: 99%

The outward bound bridging course for low-achieving high school males: Effect on academic achievement and multidimensional self-concepts

Marsh

Richards

1988

Australian Journal of Psychology

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The Outward Bound Bridging Course is a six-& residential program daigned to improve academic achievement and selfconcepts in low-achieving high school males. In the period 1980-1984 five courses were conducted for 66 high school males chosen on the basis of poor academic performance, an ap arcnt potenfial to perfom better and strong parental su port. coupled with parental involvement as an academic intervention for low-achieving high school maks on both academic achievement and academic selfconce t; and (b) the validity of multidimensional selfconapt responses to the Self Dcscri tion &cstionnaire in relation to short multiple time-senes design, the specificity of the effects to academic outcomes and the generality of the effects across academk selfconapt and achievement make implausible many possible internal and external threats to the validity of the interpretations.The findings provide support P or: (a) the effective-of the Outward Bound Bridging ( ! o u m academic perfonnana and in relation to the impact of an e 8 &in academic intervention. The The Outward Bound Program Richards (1977) stated that the purpose of Outward Bound courses is to provide a setting for "the person to recognise and understand his own weaknesses, strengths and resources and thus find within himself the wherewithall to master the difficult and unfamiliar"(p. 69). The Outward Bound standard course is a 2May residential program for 17-25 year olds that comprises physically and mentally demanding outdoor activities. Marsh, Richards and Barnes (1986~ 1986b) demonstrated that participation in this standard course had a significant effect on the non-academic dimensions of selfconcept most related to the course goals and produced a more internal locus of control (see Ewart, 1983; Godfrey, 1974; Richards, 1977; Shore, 1977 for reviews of other Outward Bound march). The Bridging Course was subsequently developed by Outward Bound for low-achieving high school males. According to Richards and Richards (198 I): The authors would like to thank Jennifer Bane, Raymond Debus and Margarct Myen for their helpful cornmenu on earlier drafts of this paper, to acknowledge financial support from the Outward Bound Foundation; and to acknowledge the assistance of the Outward Bound R q u a t s for reprints should be sent to D r Herbert W. Marsh, Faculty of Education, University of Sydney, New South Wales 2006, Austnlia Comspondeacc specifically related to the Outward Bound program and the Bridging Course should be sent to Garry Richards, Director, Outward Bound Australin, P.O. Thaws, A.C.T. 2620, Australia Inquiries about the purchase or usc of the SDQ s e l f a n a p t instnUmnts should be sent to the Psycholopal Corporation, 555 Academic Court, San Antonio, Texas 282042498. USA. staff in conduaing this study. A&& J o d Of PIychdoy VO~. 40, NO. 3,1988 pp. 281-298

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An analysis of the coopersmith self-esteem inventory: A discussion of two studies

Cited by 18 publications

References 5 publications

Sex differences in self-concept revisited

Sex differences in self-concept revisited

General Self-Concept, Self-Concept of Academic Ability and School Achievement: Implications for “Causes” of Self-Concept

The outward bound bridging course for low-achieving high school males: Effect on academic achievement and multidimensional self-concepts

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