Development and Validation of an Ego Strength Scale for Early School-Age Children

Abstract

This study aimed to develop, and then test the validity and reliability of an ego strength scale for early school-age children that can be useful in research and clinical fields for measuring the ego strength of first-to third-grade children. Methods: The ego strength scale for early school-age children was developed through data collection, composition of components and questions, a preliminary survey, and a main survey. The main survey was conducted with 871 first-to third-grade children in Gyeonggi Province. Statistical analyses were conducted to verify the validity and reliability of the data. Results: First, the ego strength scale for early school-age children was designed to measure four factors, namely, competence, resilience, initiative, and sociability using 24 questions. Second, the validity and reliability of the ego strength scale were proven. Conclusions: This study developed and validated an ego strength scale for early school-age children. It is meaningful for laying a basis of research on strengthening children's ego.

The Relationships between Children’s Ego Function and Fear of Negative Evaluation Affecting Academic Failure Tolerance in Early School Age: Analysis by Grade Level Considering Sustainability of Academic Motivation

“…Firstly, the ego function of early school-age children was measured through Ego Strength Test Scale for Children (EST-C). EST-C is a parent-reported questionnaire based on a 5-point Likert scale designed by [13] to measure the ego function of children's competence, initiative, resilience, and sociality. A total of 24 questions (6 questions for each factor) was used for assessment.…”

“…In fact, various teaching strategies such as Project-Based Learning (PBL), which aims at improving problem-solving, have been expanded and applied in recent years of certain variables. In addition, early school-age is the period when children's ego function begins to strengthen [13], and children's perceptions and internal attitudes regarding academic motivation and failure tolerance rapidly change [4]. Based on these findings, differences in the factors of ego function that affect academic failure tolerance by grade level must also be considered.…”

“…It has been suggested that the ego function of children affects social anxiety and fear of negative evaluation [22]. When healthy ego-development is achieved and ego function is fully utilized, anxiety and fear of negative evaluation are reduced [13]. In other words, the fear of negation mediates the effect of children's ego function on academic failure tolerance ( Figure 1).…”

Association of Basic Psychological Need Fulfillment and School Happiness with Obesity Levels and Intensity of Physical Activity during Physical Education Classes in South Korean Adolescents

“…Adolescents spend most of their time in school. School happiness, which is defined as the state of psychological satisfaction and emotional well-being experienced by adolescents during school and school-related activities, is highly correlated with overall life satisfaction [ 22 , 26 ]. School happiness positively impacts adolescents’ interpersonal relationships with peers and teachers as well as their cognitive performance at school.…”