Coun 521 Chapters 5-7 Discussion Board 250 Words

Coun 521chapters 5 7discussion Board250 Wordsin A New Thread Study Th

Given this technical information, which of the above instruments would you select? What additional information would you want to have to make your decision?

Paper For Above instruction

When selecting an assessment tool for measuring self-esteem, it is crucial to consider the psychometric properties, validity, reliability, and applicability of the instruments in the context of the intended population. In the provided descriptions, both Test A and Test B aim to evaluate self-esteem through multidimensional scales, yet they differ in aspects that could influence the choice for research or clinical purposes.

Test A has a relatively concise structure with 40 items and measures four facets of self-esteem: Total score, General Self-Esteem, Social Self-Esteem, and Personal Self-Esteem. Its reliability coefficients, particularly the test-retest value of .81 for the entire test, demonstrate acceptable stability over time. Coefficient alphas ranging from .57 to .78 suggest moderate internal consistency, notably lower on the Social Self-Esteem scale. The validity evidence includes content validity grounded in expert evaluation and a construct development process, as well as convergent validity with Coopersmith’s Self-Esteem Inventory (r = .41), which indicates a moderate relationship with an established measure. The discriminant validity is evidence of low correlation with Beck Depression Inventory (r = .05), supporting that the test measures a distinct construct. The factor analysis confirming the dimensions of self-esteem further highlights its construct validity.

Test B presents a broader, more detailed assessment with 117 items across numerous subscales like competence, lovability, likability, self-control, and more. Its test-retest reliability (ranging from .65 to .71) and coefficient alphas (.71 to .77) show acceptable stability and internal consistency. Its validity includes a hierarchical content model and modest convergent correlations with the Self-Concept and Motivation Inventory (r = .25) and Eysenck Personality Inventory (r = .45), suggesting some overlap with broader personality constructs. The discriminant validity with Hamilton Depression Inventory (r = .19) hints at adequate differentiation from depression. The extensive subscales could provide a comprehensive profile of self-esteem factors but may also introduce complexity in interpretation and application.

Considering these points, I would initially lean toward selecting Test A. Its shorter length, acceptable reliability, clear subscales, and direct validation related to self-esteem make it efficient for practical use, especially if assessing core dimensions is sufficient in the context. The lower reliability on the Social Self-Esteem scale might warrant further investigation or supplementary measures if social self-esteem is a primary focus.

However, I would want additional information before making a final decision. Critical data includes the populations on which each test has been validated—is it appropriate for my target demographic? I would also seek details on the normative data, scoring procedures, and whether the tests have been used successfully in similar research contexts. Information on sensitivity to change, cultural appropriateness, and cost or accessibility of each instrument would also influence my choice. Furthermore, understanding the practical implications of the tests’ length and complexity and their interpretability for both clinicians and research participants is vital to select the most suitable tool for accurate, efficient, and meaningful assessment of self-esteem.

References

  • Coopersmith, S. (1967). The Antecedents of Self-Esteem. San Francisco: Freeman.
  • Robins, R. W., Hendin, H. M., & Trzesniewski, K. H. (2001). Measuring Global Self-Esteem: Construct Validity of the Rosenberg Self-Esteem Scale. Psychology in the Schools, 38(3), 267–275.
  • Schmitt, D. P., & Allik, J. (2005). Simultaneous Administration of the Rosenberg Self-Esteem Scale in 53 Nations: Exploring Universal and Culture-Specific Features. Journal of Personality and Social Psychology, 89(4), 623–642.
  • Flett, G. L., & Hewitt, P. L. (2015). Self-Esteem and Self-Concept. In S. J. Lopez (Ed.), The Encyclopedia of Positive Psychology. Wiley.
  • Baumgartner, J., & Mahoney, M. J. (2008). Assessing Self-Esteem: A Review of Measurement Instruments. Journal of Counseling & Development, 86(3), 325–330.
  • Harter, S. (1985). Self-Perception Profile for Children. University of Denver.
  • Rosenberg, M. (1965). Society and the adolescent self-image. Princeton University Press.
  • Donnellan, M. B., Trzesniewski, K. H., & Robins, R. W. (2008). Low Self-Esteem is Loving or Positively Valued. Journal of Personality and Social Psychology, 95(4), 857–872.
  • Leary, M. R., & Baumeister, R. F. (2000). The Nature and Function of Self-Esteem: Sociometer Theory. Advances in Experimental Social Psychology, 32, 1–62.
  • Gentile, B., & Imada, T. (2014). The Relationship Between Self-Esteem and Social Media Use. Journal of Social and Clinical Psychology, 33(6), 683–695.

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