Rosenberg Self-Esteem Scale is a valuable 10-item survey designed to measure global self-worth and is used in cross-cultural studies in up to 53 nations. By assessing both positive and negative feelings about the self, this scale serves as a highly valued indicator of a student's mental health. It is particularly useful for identifying students with low self-esteem, a condition linked to depression, suicide ideation, and other mental health challenges. This allows staff to provide targeted help and support to students who need it most.This scale is extensively used in cross-cultural studies in up to 53 different nations. Iow self-esteem is significantly related to depression, suicide ideation, victimisation, delinquency, eating disorders and low happiness. This survey is therefore a highly valued indicator of a student's mental health; allowing staff to identify and, as a result, direct help to any student who registers as having low self-esteem.
The Rosenberg Self-esteem Scale (RSES) is a 10-item questionnaire that measures self-esteem. Each item is scored on a 4-point scale ranging from strongly agree to strongly disagree. The total score is calculated by summing the scores for each item, with a higher score indicating higher self-esteem. The possible range of scores is 10 to 40, with higher scores indicating higher self-esteem.
The scoring of the RSES can provide schools with valuable information about the self-esteem of their students. Self-esteem is an important aspect of mental health and can impact a student's academic performance, social relationships, and overall wellbeing. By administering the RSES to pupils, schools can identify students who may have low self-esteem and provide them with appropriate support.
The scoring of the Rosenberg Self-esteem Scale can provide schools with valuable information about the self-esteem of their students. By administering this survey to pupils, schools can identify students who may have low self-esteem and provide them with appropriate support. For example, if a significant number of students score low on the RSES, the school may consider implementing self-esteem building interventions such as mentoring programs or self-esteem workshops.
Schools can use the results of the RSES to gain a better understanding of the self-esteem needs of their students. By analyzing the data, schools can identify patterns and trends in self-esteem among different groups of students. For example, if the data shows that students from low-income families are more likely to have low self-esteem than students from higher-income families, the school may consider implementing interventions that address the unique needs of these students.
This survey is useful for schools because it provides a standardised and objective measure of self-esteem. By using a standardised measure, schools can compare their results to other schools or national averages to gain a better understanding of how their students' self-esteem compares to others. Additionally, by administering this survey regularly, schools can track changes in self-esteem over time and evaluate the effectiveness of self-esteem interventions.
1.1. On the whole, I am satisfied with myself.
2.1. At times I think I am no good at all.
3.1. I feel that I have a number of good qualities.
4.1. I am able to do things as well as most other people.
5.1. I feel I do not have much to be proud of.
6.1. I certainly feel useless at times.
7.1. I feel that I'm a person of worth, at least on an equal plane with others.
8.1. I wish I could have more respect for myself.
9.1. All in all, I am inclined to feel that I am a failure.
10.1. I take a positive attitude toward myself.
The length of time it takes to complete the RSES may vary depending on the individual student. However, the RSES is a relatively short questionnaire that can be completed in a few minutes. The benefits of administering this survey to pupils far outweigh the time it takes to complete it.
