The RSES considers the dual nature of self-esteem. On one hand it is a situational analysis of one’s place in the universe, on the other hand, a general one that combines specific estimates of the individual’s numerous and varied characteristics. The weight of each value depends on how important the particular characteristic is to the individual. For instance, how much each characteristic of the 10 items matters to the unique individual determines the validity for that individual client. Perceived reactions from others, particularly those closest to us, are an important element of the way in which we see ourselves, and thus are ranked appropriately on the test.
Rosenberg Self-Esteem Scale
Test Title: The Rosenberg Self-Esteem Scale (RSES)
Publisher and Date: 1965 by W.W. Norton, New York and Princeton University Press.
Description and Purpose: The Rosenberg Self-Esteem Scale (RSES) was developed by sociologist Dr. Morris Rosenberg and is a self-esteem model and test used in social science research. The RSES is the most popular measure of global self-esteem and is the standard with which developers of other measures seek validation.
Professionals Qualified to Administer and Evaluate -- The test is available with keys for self-evaluation, although professionals caution against too broad of interpretation. The suggestion is that the interpretation of the results be done by a professional with at least a strong background in psychology and psychiatry, perhaps sociology. No actual credentials are required for the test.
Test Forms Available: After Dr. Rosenberg's death, his estate allowed the use of the model for educational and academic use. It is available on the Internet, and may be taken online, or downloaded, printed and then scored using Dr. Rosenberg's scoring.
Normative Standardization Data -- The test has been in use for almost 50 years as a basic indicator of self-esteem. Results of research using the test find that it does correlate with other measures that are more detailed in looking at specific delineators (sexual and emotional abuse, families' issues, substances, etc.). Because of its basic set of questions, it cannot be expected to be a clear indicator of all issues surrounding personal self-esteem, but as a basic goal and guidance instrument, the normative standardization of data does correlate (See: Bagley, C., et al., 1997)
Population for Which the Instrument is Appropriate: From adolescence on, male and female, clinical and general populations (EMCDDA, 2008).
Types of Derived Scores -- The test sums the ratings assigned to the items after reverse scoring the positively worded items. The Scores range from 10 to 40, with higher scores indicating higher self-esteem (EMCDD).
Test Administration Procedure -- The test is a 10-item self-report measure of global self-esteem. It consists of 10 statements that are related to one's overall feeling of self-acceptance or self-worth. The items are completed on a four-point scale that ranges from strongly agree to strongly disagree. In some cases, particularly when it is used in a hiring or business organizational mode, the test is administrated as an interview (EMCDD).Figure 1 - Example of Instrment
Examinee Responding Mode: Responses are either oral (interview) or filled in based on a 4 point scale.
Type of Test Items -- Short sentences that as for a response see Figure 1:
Theory on which the test is based -- Rosenberg's definition of self-esteem is centered on the favorable or unfavorable attitude toward oneself. The test is one-dimensional, and contains only 10 Likert-Type items. Much of Rosenberg's work examined how social structures like racial and ethnic status, or even institutional contexts (schools, the workplace, government, home, etc.) related to self-esteem. He believed that patterned social forces actually provide a set of characteristic experiences that are actively inte3rpreted by individuals and then turned inward to form self-concepts. He used four overall theoretical principals for this:
Reflected appraisals -- This focuses on how individuals imagine that others see us, how they react to us, and how these opinions relate to self-esteem and the way we reflect back to society.
Social Comparisons -- This centers on the belief that there is a drive within all of us to find accurate self-evaluations, how we use other people as a benchmark to evaluate and compare where we stand with others as a way to see ourselves.
Self-Attributions -- Self-Attributes shows us our personal attitudes about our own activities and abilities -- more what we think of ourselves based on certain roles and criteria.
Psychological Centrality -- These are our self-values and qualities that use input from others as well as self-attribution to find our own center in our universe (Guindon, 2011).
Validity and Reliability -- Over the years, the RSES has demonstrated good validity and reliability across a large number of different sample groups, suggesting that it is useful regardless of culture or background since the set of attributes considered are more normative for the human population. It has been validated for use with substance abusers and other clinical groups, and is robustly used in the treatment outcome studies. The study has been validated for both male and female clients, adults and even the elderly population as long as there is no presence of advanced dementia. While there are other, more detailed models available for the professional, the RSES is a good, basic beginning for uncovering issues of self-esteem and providing talking points between patients and professionals (Marsh, H., et al., 2010)
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