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ERIC Number: ED479345
Record Type: Non-Journal
Publication Date: 2003-Jul
Pages: 15
Abstractor: N/A
Reference Count: N/A
Global Self-Esteem: Cognitive Interpretation in an Academic Setting.
Yeung, Alexander Seeshing
Researchers have assumed that global self-esteem (often labeled as general self-concept), being a general aggregate of perceptions of the self, is content free. Recent research has, however, shown that responses to self-esteem survey items are influenced by the context in which the respondents are asked to make their responses--a chameleon effect. In 2 confirmatory factor analytic studies in an academic context, the relations between self-esteem responses that are more general and those that are more easily associated cognitively with academic work were examined together with school self-concept. Study 1 with high school students in China found that students did not differentiate between the hypothetical academic and nonacademic self-esteem constructs, and the correlation between self-esteem and school self-concept was high. Study 2 with college students found that students differentiated between academic and nonacademic self-esteem whereas academic self-esteem correlated more highly with school self-concept than did nonacademic self-esteem. Whereas self-esteem responses by high school students may be based highly on interpretations of the self-esteem items in terms of experiences in the school setting, responses to more general, context free items by more matured students with diverse life experiences may be less academic than those items that are more readily related to the academic context. (Contains 44 references and 3 tables.) (Author)
Paper presented at the International Conference on Cognitive Science of the Australian Society for Cognitive Science (Sydney, July 2003).
Publication Type: Information Analyses; Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: China; Hong Kong