Relationship of Need Achievement to Self-Esteem: Evidence for Validity of Form B of Coopersmith's Self-Esteem Inventory

1976 ◽  
Vol 43 (3_suppl) ◽  
pp. 1219-1220 ◽  
Author(s):  
Arthur G. Bedeian
Keyword(s):  
University Students ◽  
Concurrent Validity ◽  
Short Form ◽  
Self Esteem ◽  
Achievement Scores ◽  
Check List ◽  
Adjective Check List ◽  
Relationship Of

Self-esteem scores, as measured by the recently developed short form of Coopersmith's Self-esteem Inventory (Self-esteem Institute, 1974), were correlated with need achievement scores, as measured by Gough and Heilbrun's (1965) Adjective Check List. Self-esteem and need achievement were significantly related for male ( N = 172) and female ( N = 85) university students ( p < .001 and p < .03, respectively). This finding was interpreted as providing a measure of concurrent validity for the short form of Coopersmith's Inventory.

Some Evidence Relating to Convergent Validity of Form B of Coopersmith's Self-Esteem Inventory

1977 ◽  
Vol 40 (3) ◽  
pp. 725-726 ◽  
Author(s):  
Arthur G. Bedeian ◽  
Robert W. Zmud
Keyword(s):  
University Students ◽  
Convergent Validity ◽  
Short Form ◽  
Strong Support ◽  
Self Esteem ◽  
Check List ◽  
Adjective Check List ◽  
Self Confidence ◽  
Mixed Pattern

This study examined the convergent validity of the recently developed short form of Coopersmith's Self-esteem Inventory. The inventory and the Adjective Check List were administered to 172 male and 85 female university students. Correlations of scores on the inventory and the Adjective Check List scales for Self-confidence, Exhibition, and Change displayed a mixed pattern. All three ACL scales were significantly related to the inventory for males, but only the Exhibition scale was significantly related for females. In all instances, the correlations were low, or at best moderate. These findings were not interpreted as demonstrating strong support for the convergent validity of the inventory.

Personification of Death, as Seen in Adjective Check List Descriptions, among Funeral Service and University Students

2002 ◽  
Vol 45 (1) ◽  
pp. 23-41 ◽  
Author(s):  
Jonathan F. Bassett ◽  
John E. Williams
Keyword(s):  
University Students ◽  
Death Anxiety ◽  
Factor Model ◽  
Five Factor Model ◽  
Emotional Stability ◽  
Check List ◽  
Adjective Check List ◽  
European Americans ◽  
Urban University ◽  
Funeral Service

One hundred twenty-nine undergraduate psychology students at a large urban university and 55 students at a college of funeral service completed the Death Anxiety Questionnaire (Conte, Weiner,&Plutchik, 1982), the Revised Death Anxiety Scale (Thorson&Powell, 1994), a nine question measure of belief in an afterlife (Daws, 1980), and used the 300-item Adjective Check List (ACL; Gough&Heilbrun, 1980) to describe what death might be like if personified as a human character in a play. Three Affective Meaning scores, five Transactional Analysis ego state scores, five Five Factor Model scores, and a Sex-Stereotype Index score were calculated based on ACL descriptions of the character of death. Lower death anxiety was associated with more positive ACL descriptions of death in both samples; however, belief in an afterlife was associated with differences in death personification only among university students. Men described death as higher on the Adult ego state than did women. In addition African Americans described death as a more positive character than did European Americans. Similarly, funeral service students described death as feminine, favorable, strong, but not active, more like a Nurturing Parent, and high on Extroversion, Agreeableness, and Emotional Stability; whereas, university students described death as masculine, neutral on Favorability, more like a Critical Parent, and low on Agreeableness and Emotional Stability.

Factor Analytic and Reliability Studies on the Activation-Deactivation Adjective Check List

1978 ◽  
Vol 42 (3) ◽  
pp. 747-756 ◽  
Author(s):  
Robert E. Thayer
Keyword(s):  
Short Form ◽  
Self Report ◽  
Measurement Reliability ◽  
Check List ◽  
Adjective Check List ◽  
Factor Analytic ◽  
Long Form ◽  
High Measurement ◽  
Separate Activation

Two factor analytic studies were conducted on a revised long form and a short form of the Activation-Deactivation Adjective Check List, a self-report test of transitory activation or arousal states. Although previous research indicated that the check list is composed of four independent activation factors, the present research instead suggests two general bipolar activation dimensions. However, certain evidence indicates that the concept of four separate activation factors cannot be completely abandoned. A third study showed high measurement reliability on two kinds of estimates.

Relationship between Job Satisfaction and Self-Esteem in Women

1986 ◽  
Vol 59 (2) ◽  
pp. 663-668 ◽  
Author(s):  
Stacey D. Callahan ◽  
Aline H. Kidd
Keyword(s):  
Job Satisfaction ◽  
Social Factors ◽  
Self Esteem ◽  
Social Aspects ◽  
Social Self ◽  
Check List ◽  
Satisfaction Questionnaire ◽  
Adjective Check List ◽  
The Social

Research shows that women both focus on the social aspects of jobs and rate their self-esteem on social factors, so it was hypothesized that women scoring high on a job-satisfaction questionnaire would score significantly higher on those scales of the Adjective Check List which are relevant to self-esteem than women scoring low in job-satisfaction. The results supported the hypothesis. Job-satisfied women were achievement-oriented, cooperative, tactful, social, self-confident, and comfortable with sex-appropriate roles. Job-unsatisfied women were self-critical, suffered from inferiority feelings, and displayed maladaptive tendencies. Further research was suggested.

scholarly journals Psychometric analysis of the short-form UCLA Loneliness Scale (ULS-6) among Palestinian university students

2018 ◽  
Vol 11 (2) ◽  
pp. 113-125 ◽  
Author(s):  
Filasteen I. Nazzal ◽  
Orlanda Cruz ◽  
Félix Neto
Keyword(s):  
University Students ◽  
Satisfaction With Life ◽  
Short Form ◽  
Self Esteem ◽  
Arabic Version ◽  
Psychometric Characteristics ◽  
Loneliness Scale ◽  
Confirmatory Factor ◽  
Adequate Internal Consistency ◽  
Support Family

The purpose of this research was to analyze the psychometric characteristics of the short-form UCLA Loneliness Scale (ULS-6) among Palestinian university students. The sample consisted of 288 university students (56% women and 44% men), aged 18-22 years. The psychometric characteristics of the ULS-6 were examined using confirmatory factor analysis, reliability analysis, and criterion-related validity methods. The unidimensionality of the ULS-6 was supported among Palestinian university students. The ULS-6 showed good psychometric characteristics, with adequate internal consistency. In addition, the ULS-6 was negatively correlated with significant others support, family support, friends support, self-esteem and satisfaction with life. The results of the present study suggested that the Arabic version of the ULS-6 constitutes a concise psychometrically sound tool to assess loneliness.

Relationship of High PTSD Risk with Severity of ADHD Symptoms While Controlling the Effect of Impulsivity in a Sample of University Students

2017 ◽  
Vol 41 (S1) ◽  
pp. S134-S134
Author(s):  
E. Dalbudak ◽  
C. Evren ◽  
B. Evren ◽  
S. Ozen
Keyword(s):  
High Risk ◽  
University Students ◽  
Adult Adhd ◽  
Short Form ◽  
Self Report ◽  
Adhd Symptoms ◽  
Motor Impulsivity ◽  
Competing Interest ◽  
And Gender ◽  
Relationship Of

ObjectiveThe aim of the present study was to evaluate relationship of high PTSD risk with severity of ADHD symptoms while controlling the effect of impulsivity in a sample of university students.MethodParticipants included 271 volunteered university students. Participants were evaluated with the Short Form Barratt Impulsiveness Scale (BIS-11-SF), the Adult ADHD Self-Report Scale (ASRS) and PTSD Checklist Civilian version (PCL-C).ResultsAge and gender did not differed between those with the high PTSD risk (n = 224, 82.7%) and those without (n = 47, 17.3%). BIS-11-SF and subscale scores, other than non-planning impulsivity (which showed no difference), and ASRS scores were higher among those with the high PTSD risk than those without. Severity of ADHD symptoms, particularly inattentiveness (IN) score, predicted the high risk of PTSD, together with the severity of motor impulsivity in a logistic regression model.ConclusionThese findings suggest that the severity of ADHD symptoms is related with the high risk of PTSD, while severity of motor impulsivity may have an effect on this relationship among young adults.Disclosure of interestThe authors have not supplied their declaration of competing interest.

scholarly journals THE CAREER READINESS AS A TEACHER ON UNIVERSITY STUDENTS BASED ON LOCUS OF CONTROL, SELF ESTEEM, AND PEDAGOGICAL COMPETENCE

2019 ◽  
Vol 4 (2) ◽  
pp. 156
Author(s):  
RATNA Sari
Keyword(s):  
Locus Of Control ◽  
University Students ◽  
Control Variable ◽  
Sampling Technique ◽  
Self Esteem ◽  
Career Readiness ◽  
Pedagogical Competence ◽  
Relationship Of ◽  
The Relationship ◽  
Effective Contribution

This research aims to determine the relationship of locus of control, self-esteem, pedagogical competence and career readiness to be a teacher on university students. The population of the research is students of IED at Universitas Muhammadiyah Yogyakarta. The sample is taken using incidental sampling technique. Data collection was conducted by using career readiness scale, locus of control scale, self-esteem scale, and pedagogical competence scale. The data are analyzed using statistical calculation method by using the multiple regressions technique. The results show that; (1) there is no  significant relationship between locus of control, self-esteem, pedagogical competence and career readiness to be a teacher, (2) there is a relationship between locus of control and career readiness to be a teacher, (3) there is no relationship between self-esteem and career readiness to be a teacher, (4) there is a correlation between pedagogical competence and career readiness to be a teacher. The total effective contribution of locus of control and pedagogical competence are 14.9%. The effective contribution of locus of control variable is 5.4% and pedagogical competence variable is 9.5%.

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