Psychometric evaluation of the Rosenberg Self-Esteem Scale in primary school students with mild intellectual disability: First evidence.

BACKGROUND

Although the Rosenberg Self-Esteem Scale (RSES) is the most widely used measure of self-esteem, the evidential basis to confirm the RSES factor validity and reliability in children with intellectual disabilities (ID) has not been previously addressed. The purpose of this study was to evaluate the psychometric properties of the Greek version of the RSES into a sample consisting of primary school students with mild ID, bearing in mind the aspect of multidimensionality. In addition, gender differences were also investigated.

METHODS

The participants were 103 primary school students with mild ID aged 9-12 years old. Fifty-four (52.4 %) of the participants were boys and forty-nine were girls (47.6 %). Using the LISREL software, six different models of factor structure were estimated. The psychometric properties of the RSES, including internal consistency, content validity, convergent and discriminant validity as well as confirmatory factor analysis, were assessed.

RESULTS

The findings of this study provide some preliminary support to the robustness of the bifactor model, with a general self-esteem factor and two method effect factors that capture the direction of positive and negative item wording.

CONCLUSIONS

Although it is inappropriate to conclude that the results will be extended to all other populations and cultures, it can be assumed that bifactor models, which specify method effects due to wording, fit better than strictly unidimensional or two factor models.