How is it defined?
Self-esteem is most broadly defined as ones positive or negative evaluation toward the self (Rosenberg, Schooler, Schoenbach, & Rosenberg, 1995). Positive self-esteem is associated with favorable school outcomes and plays a vital role in one’s health and well-being (Baumeister, Campbell, Krueger, & Vohs, 2003; Robins, Trzesniewski, & Donnellan, 2012).
The Learning Bar’s framework on social-emotional outcomes includes measures of social, institutional, and intellectual engagement. In addition, measures of emotional health include anxiety, depression, and self-esteem.
Why is it important?
- Self-esteem and academic achievement are positively correlated (Baumeister et al., 2003).
- Students with high self-esteem are more inclined to become active participants in the classroom (Burnett, 1998).
- Adolescents with high self-esteem have better long-term outcomes including better graduation rates (Trzesniewski, et al., 2006).
How do we measure it?
In the OurSCHOOL secondary school survey, students are asked questions regarding their self-esteem from the Self Description Questionnaire (SDQ II) developed by Herbert Marsh and used with permission. The data are scaled on a 10-point scale, and students with a score greater than or equal to 6 (i.e., slightly higher than neutral) are considered to have a ‘positive self-esteem’. The results are reported as “the percentage of students with a positive self-esteem”.
It can be difficult to determine which strategic actions may be most appropriate for your school(s), which is why we have developed the OurSCHOOL Survey Success Strategy documents to help remove the guesswork. Check them out in our Student Survey Success Strategies section of the Knowledge Base
References
Baumeister, R. F., Campbell, J. D., Krueger, J. I., & Vohs, K. D. (2003). Does high self-esteem cause better performance, interpersonal success, happiness, or healthier lifestyles? Psychological Science in the Public Interest, 4(1), 1-44.
Burnett, P. C. (1998). Measuring behavioral indicators of self-esteem in the classroom. The Journal of Humanistic Education and Development, 37(2), 107-116.
Robins, R. W., Trzesniewski, K. H., & Donnellan, M. B. (2012). A brief primer on self-esteem. The Prevention Researcher, 19(2), 3-7.
Rosenberg, M., Schooler, C., Schoenbach, C., & Rosenberg, F. (1995). Global self-esteem and specific self-esteem: Different concepts, different outcomes. American Sociological Review, 60(1), 141-156.
Trzesniewski, K. H., Donnellan, M. B., Moffitt, T. E., Robins, R. W., Poulton, R., & Caspi, A. (2006). Low self-esteem during adolescence predicts poor health, criminal behavior, and limited economic prospects during adulthood. Developmental Psychology, 42(2), 381-390.