Dimensionality of the Rosenberg Self-Esteem Scale among Greek Primary School Students

The aim of the current study was to validate the self-report version of the Rosenberg Self-Esteem Scale (RSES; Rosenberg, 1965) structure in a sample of Greek primary school students. The study was based on the original one-factor model suggested by the scale's author, as well as on the two-factor correlated model of positive and negative items. Participants were 652 primary school students (N=652, M=10.02, SD=1.160). The psychometric properties of the RSES were assessed by conducting a Confirmatory Factor Analysis (CFA). Both average variance extracted and composite reliability were used to test the internal consistency and convergent validity. The correlated two-factor model provided a better fit to the data than the one-factor model, according to the CFA. This conclusion is based on the analysis results, which comprised as providing good fit if non-significant chi 2 values, chi 2 /df < 1.5, the Tucker Lewis index (TLI) and the comparative fit index (CFI) >= 0.95 (acceptable at > 0.90), as well as the root mean square error of approximation (RMSEA) < 0.06 (Hu & Bentler, 1999). The main contribution of this study was the adaptation and evaluation of the RSES for use of Greek students and the determination of its factor structure. Teachers and researchers could also use this interpreted scale to determine the level of self-esteem in primary school children and form strategies to increase their self-esteem.