This research proposal is prepared to outline the process of scale construction for a psychological construct. The construct chosen for this purpose is Self-esteem. This proposal will include the meaning and implications of measuring the chosen psychological construct. A conceptual definition of the construct will be discussed. The rationale and justification for choosing the construct will also be explained. It will also review the current literature available on self-esteem along with the evaluation of existing tools that have been developed to measure it. 20 sample items will be developed to measure self-esteem of the research participants keeping in mind the basic principles of the item construction. Item Response Theory along with the usage of item response format are also explained. Further, the reliability and the validity of the items will also be established. The internal reliability of the newly constructed scale will be ascertained using the Cronbach’s alpha. Further, the validity of the scale will be assessed using the techniques of component matrix (factor loading) and Eigenvalue analysis.Next, the limitations experienced while researching for the construction of the new scale is discussed. Lastly. The research ethics are mentioned.
The construct selected for constructing a new scale is Self-esteem. According to the study conducted by the Rosenberg said that self-esteem as the process of capability and worth as an individual with respect to others(Altmann & Roth, 2018). It is considered one of the oldest as well as widely frequently researched construct in the field of scientific psychology. William James (1985/1892) first described the self-esteem and specified that is obtained by ratio of anindividual’s actualities to his/her supposed potentialities. In simpler terms, self-esteem can be seen as the subjective evaluation of the self-worth. Self-esteem points out the components of self-concept which an individual consider as significant. Self-esteem encompasses a variety of roles as well as responsibilities, and involves both positive and negative self judgments. Even though the literature reports the existence of several measures of self-esteem, it can be found that several researchers utilize either the Rosenberg (1989) Self-Esteem scale or Harter’s. A variety of debates on the issue causal role of self-esteem for life outcomes, the extent to which self-esteem is a cultural universal in contrast to a construct restricted to certain specific cultures, as well as disparity over whether self-esteem is more trait-like or state-like are still going on. From the analysis and evaluation of these debates it is found that the evaluation of self-esteem is an effective and even crucial subject as determines is fundamental in empirical research.
As self-esteem is one of the oldest constructs in scientific psychology discipline, numerous tools have been developed to measure itand one research indicated that there are 200 tools to measure self esteem (Scheff & Fearon, 2004). As the construct of self-esteem is subjective in nature, it is typically measured with self-report scales. However, it is seen that the researchers or practitioners do not utilize most of these measures frequently. The existing research literature in mainstream journals mainly comprises of the studies that are based on a few established commonly used tools. The Rosenberg Self-Esteem scale is the most common measure of self-esteem as it contributes to a minimum of 25% of all references to self-esteem measures in the main journals. The second frequently occurred measure contributed for about 18% of references while none of the other tools could contribute for more than 10% of the total references to self-esteem measures. So, it can be concluded that only a few measures contributed in forming the majority of references related to the evaluation of the construct.
Some of the most commonly used tools by the researchers are:
The main objective of the research is to construct to directly measure self-esteem which will remain suitably valid and reliable in the current times as opposed to the outdated ones. One of the major purpose of constructing the new scale for measurement of the construct of self-esteem in spite of several tools already available is that it must be relevant for current times and for new generation. For this purpose, a 20-item scale will be developed that will measure the global self-esteem. It is expected to find uni-dimensionality and at least good psychometric properties for the new scale, which can be called the New Self-Esteem Scale (NSS). The validity and reliability of the new scale will be computed by evaluating and determining the both negative as well as positive self emotions .The factors will be analyzed and evaluated with the help of implementation of the four Likert scale starting from strongly agreed to strongly disagree. Item scores will be summed, with positively worded items reverse coded, to find out a participant’s self-esteem score. A higher score will indicate higher levels of self-esteem.
RSES is the most frequently used tool for measuring self-esteem which was developed in 1965 for young adult populations. RSES is a short, self-report questionnaire and has shown sound psychometric properties and therefore utilized widely for research purposes (Supple, Su, & Plunkett, 2013).
However, the construction of a new scale is justified because at the time of creation, RSES was createdfor use in population studies rather than in clinical settings. Further, RSES was designed over 50 years ago and since then society has undergone several remarkable changes. These societal alterations can influence the relevance of the items included in the RSES and their capability to measure self-esteem in surveys of current young adult population in recent times.The usage of internet and social media has increased which plays a key role in shaping the experience of the young adults in the recent years. It has changed the perception and environment an individual is living in as compared to previous generations. Like, increased use of social media has modified the relationship between self-esteem and body image in adolescent population. Various researchers have identified body image and perception of physical appearance as one of the chief contributor of self-esteem in young adults (Birkeland, Melkevik, & Holsen, 2012).But the RSES does not contain any item linked with body image or perceptions, therefore, it can be said that it fails to assess a fundamental aspect which is a source of self-esteem.Another important factor questioning the relevance of RSES is its language. It is suggested that the language of measures should be familiar to the target audience, and the tools needs to be revised to sustain their efficacy. The language of the item of the RSES can be regarded as somewhat outdated. The outdated language can influence an adolescent’s ability to comprehend and answer suitably to the scale and therefore the ability of the scale to correctly measure self-esteem. These reasons will influence the relevance of the items that are included in RSES and thereby the measurement of self-esteem. Other tools that are used frequently to measure self-esteem experience the same problem. Therefore, there is a need to construct new scale which will address the above mentioned issues and measure the construct accurately.
The Item Response Theory was used for complete assessment of the construct. Item response theory (IRT) is a standard for the patterning, evaluation, and grading of tests, questionnaires, and other such instruments which assess capabilities, attitudes, or other constructs. IRT denotes a variety of models that explain the relationship between item responses and the underlying latent attribute they were supposed to measure. For this research a 20-item scale was constructed. The items were written in simple and straightforward English language to ensure suitability for the target population. Complex items with poor readability or understandability were avoided. Also, the use of slang and colloquial expressions were strictly checked. It was ensured that the phrasing o the item is done in a way which does not influence responses. A careful thought was given to strike a balance between positively and negatively worded items to guard against response sets. The items were phrased keeping in mind that majority of the targeted audience can give a reasonably suitable answer. Items were phrased interrogating about the sensitive issues using straightforward, matter-of-fact, and non-judgmental language to enhance the chances of truthful responses. It was ensured that the item phrasing is in line with the response option anchoring scheme.
The Item Response formats can affect item characteristics majorly in two manners. Different response formats can cause items to assess different occult attributes or they can contribute in a different way to item complexity. The item response format for the scale was chosen carefully. 4-point Likert rating scales which is a polytomous format was selected. The number of response options to provide was carefully considered. 4 was considered as the best number as if more options will be provided the participants may not be able to accurately differentiate between the adjacent anchors on a finely graded Likert scale. Also, 4 is an even number which was preferred as an odd number can induce the participants to quickly answer with the middle option. However, an even number of options compels the participants to give a non-neutral response(Simms, 2007).
20-items included in the scale
Following 20-items will be used in the survey:
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Item |
Strongly agree |
Somewhat agree |
Somewhat disagree |
Strongly disagree |
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I have an capability to stand up for what I expected |
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How I feel about myself does not depend upon what the person i.e. other individuals think about me |
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I find it easy to be myself when in company of other people |
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I believe I am a useful individuals who has several offers |
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I feel confident about my body |
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I believe I am confident on my skills to achieve the goals I set |
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I believe other people like me |
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I make effort to look good |
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I certainly experience at the times that I do not have much to be proud |
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I am able to do things as well as most other people |
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I feel conscious about looking foolish in public |
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I feel conscious about the feeling I am building |
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I believe that I have a several valuable qualities |
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I find myself thinking about whether I am considered as a success or failure |
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I am dissatisfied with my weight/height/complexion |
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I personally experience confidence that gain and understand the things |
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I feel that other people respect and admire me |
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I wish that I could have more respect for myself |
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I feel as smart as others |
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Overall I am satisfied with who I am |
The internal reliability of the scale will be determined using Cronbach’s alpha. The study would adopt the reliability analysis techniques that help them to determine and measure the internal consistency in accurate and successful manner. Reliability analysis in research is mainly refers as to the extent in which the scale produce consistency outcomes. It is obtained by determining the proposition of the systemic variations in reliability scale that is done with the help of indentifying the relationship between scores determines from different items. Therefore if relationship of the reliabilities analysis techniques is high then scale yield consistence outcomes and is therefore reliable. Implementation of the reliability analysis provides information regarding the relationship between the variables in the scales (Cohen, Manion, Morrison, & Morrison, 2007). If the values of the reliability analysis using Cronbach’s alpha is above than 0.6, then it is considered that item is acceptable. A measure is considered the high reliability if it produces same outcomes under consistent conditions. It is mainly refers as the set of test score that associates amount of random error from determination procedures that might be entrenched in scores. Scores that produce high reliable are reproducible, accurate and consistent from one to other testing occasion.
Obtaining the reliability of items is somewhat different from obtaining the validity of items. Unlike validity, reliability analysis is a precisely refers as mathematical concept. Value of the reliability analysis is determined on a scale of 0 and 1, in which higher values shows that higher reliability. Calculating Cronbach’s alpha is mostly used methods to determine the reliability. Main purpose of using these methods is that it is highly consistent and accurate and has benefits of requiring single application of item. The only disadvantage of this method is that it is more difficult to compute by hand. Reliability items are mainly dependent on the number of factors comprising the items. Even utilizing scale with poor internal consistency, researcher can obtain a reliable scale if their scale is long. For example using 10 items that have an average interterm correlation is .2, which generates a scale with reliability above than 0.7. Moreover the advantage of adding more items reduce as the scale increases larger and mostly it disappear after approximately 20 items.
Validity analysis of the research study is defined as an extent at which needs to scientific methods have been incorporated during the procedures of obtaining research findings. As studies conducted by Wilson, (2010), said that validity analysis is most vital and compulsory for each research study. In this study, validity analysis techniques is used that help to determine the consistency of the variables. The study would adopt the Component matrix (factor loading) and Eigenvalue analysis techniques in order to compute the validity of the study. A validity analysis technique is used to test valid for measuring attributes.
The research may have certain limitations. The all questionnaire data are based upon the assumption that the respondents are honest and careful and not deceptive or random. Time frame and budget are also considered one of the main limitations of this budget. Also, it should be understood that validity and reliability are not the characteristics of the scale rather; they are characteristics of the retrieved data. So, the degree of validity of the measures is dependent not only on the scale used (NSS) to produce inferences but also on the specific set of participants on which the study was done, the time in which information and data are gathered through data collection procedures. Therefore, while generalizing the inferences this limitation must be considered by the researchers. Lastly, the psychological constructs can only be estimated and not calculated exactly. Therefore, the researchers should appreciate the gap between a psychological metric and a psychological reality to look beyond an individual’s score and search for meaningful derivations.
Ethical considerations are determined as a standout amongst the most vital part of the study. During the research, it is ensured that academic norms are successfully implemented.
References
Altmann, T., & Roth, M. (2018). The Self-esteem Stability Scale (SESS) for Cross-Sectional Direct Assessment of Self-esteem Stability. Frontiers in Psychology.
Birkeland, Melkevik, & Holsen. (2012). Trajectories of global self-esteem development during adolescence. Journal of adolescence, 35(1), 43-54.
Scheff, & Fearon. (2004). Cognition and emotion? The dead in self-estem research. Journal for the Theory of Social Behaviour, 34, 73-90.
Simms, L. J. (2007). Classical and Modern Methods of Psychological Scale Construction. Social and Personality Psychology Compass, 2(1), 414-433.
Supple, Su, & Plunkett. (2013). Factor Structure of the Rosenberg Self-Esteem Scale. Journal of Cross-Cultural Psychology, 44(5), 748-64.
Wilson, J. (2010) Essentials of Business Research: A Guide to Doing Your Research Project SAGE Publications
Babbie, E. R. (2010) The Practice of Social Research Cengage Learning
Cohen, L., Manion, L., Morrison, K, & Morrison, R.B. (2007) Research methods in education Routledge
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