Cognitive abilities explain wording effects in the Rosenberg self-esteem scale.

Autor/inn/en	Gnambs, Timo; Schroeders, Ulrich
Titel	Cognitive abilities explain wording effects in the Rosenberg self-esteem scale.
Quelle	In: Assessment, 25 (2017) 8, S. 1-15Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	1073-1911; 1552-3489
DOI	10.1177/1073191117746503
Schlagwörter	Faktorenanalyse; Faktorenstruktur; Kognitive Kompetenz; Testverfahren; Dimensionsanalyse; Kompetenzentwicklung; Selbstachtung
Abstract	There is consensus that the 10 items of the Rosenberg Self-Esteem Scale (RSES) reflect wording effects resulting from positively and negatively keyed items. The present study examined the effects of cognitive abilities on the factor structure of the RSES with a novel, nonparametric latent variable technique called local structural equation models. In a nationally representative German large-scale assessment including 12,437 students competing measurement models for the RSES were compared: a bifactor model with a common factor and a specific factor for all negatively worded items had an optimal fit. Local structural equation models showed that the unidimensionality of the scale increased with higher levels of reading competence and reasoning, while the proportion of variance attributed to the negatively keyed items declined. Wording effects on the factor structure of the RSES seem to represent a response style artifact associated with cognitive abilities (Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2020/2