Browsing by Subject "Self-esteem in adolescence--United States"
Now showing 1 - 2 of 2
Results Per Page
Sort Options
Item Application of multilevel IRT modeling to the study of self-esteem in adolescents(2001-12) Pastor, Dena Ann; Beretvas, Susan NatashaThe relationships between predictor variables and item response theory (IRT) latent trait estimates has traditionally been explored using a two-step approach of first, estimating IRT parameters and second, using the resulting latent trait estimates as dependent variables in a regression analysis. Recently, it has been shown that multilevel IRT modeling can be used to estimate the relationship between latent traits and predictor variables more accurately than the two-step approach (Adams, Wilson, & Wu, 1997). Kamata’s (1999; 2001) three-level IRT model expands the traditional two-level IRT model to situations in which person are nested within some setting, such as a classroom or school. Formulation of the model in this manner allows for the study of complex relationships between latent trait estimates and predictor variables in a multilevel context. While in the past ten years there has been a large increase in the use of multilevel models in psychological and educational research, multilevel IRT models have rarely been utilized in applied research. The lack of applied research with multilevel IRT modeling motivated the use of Kamata’s multilevel IRT model (1999; 2001) to study self-esteem in adolescents. The present study used data collected during the norming of the CFSEI-3 (Battle, 2002) from 905 adolescents in 13 different sites. Specifically, this study examined the relationships between academic self-esteem, demographic characteristics of the adolescent and characteristics that describe the social context of the adolescent. The same relationships were examined using general selfesteem. The results support gender and age differences in academic self-esteem and a gender by age interaction in general self-esteem. The variation in the nature of such relationships across the 13 sites encourages the use of multilevel modeling in the study of adolescent self-esteem. As well, the differences in the relationships of demographic variables with academic and general self-esteem encourages the study of both the global and specific facets of self-esteem. Estimation problems were encountered with the more complex models and those models studying ethnic differences in self-esteem. The causes of such estimation problems are discussed. As well, the advantages and potential problems in using multilevel IRT models in applied research are discussed.Item The effects of racial dissonance on the academic achievement and self-esteem of Hispanic middle school students(2003-08) Castillo, Ivette Laura, 1974-; Carlson, Cindy I., 1949-The goal of this study was to assess the relevance of Rosenberg’s theory of racial dissonance with Hispanic middle school students. Dissonance theory proposes that the racial composition of schools can negatively impact the academic performance and self-esteem of ethnic minority students (Rosenberg, 1975). The sample included 1037 Hispanic and 683 non-Hispanic White middle school students, ages 10-15, from four middle schools in an urban Southwestern area. Of the four middle schools, one was classified as racially dissonant for Hispanics (a non-Hispanic White majority school), two were racially balanced (with differing racial mixes) and one was racially consonant for Hispanics (a majority Hispanic school). The White students were included in the study to control for differences across the schools that were not related to racial dissonance. The academic achievement, self-esteem and perceived discrimination of Hispanic students and non-Hispanic White students were contrasted between the four middle schools. Socioeconomic status, as measured by parental education, was controlled for all data analyses. Results indicated that Rosenberg’s dissonance theory was not supported with regard to academic performance and self-esteem. Both Hispanic and non-Hispanic White students in the predominantly non-Hispanic White school reported that they received higher grades, spent more time on homework, and were absent fewer days than the students at the other three middle schools. There were no school, ethnic or grade level differences in self-esteem. The results did support Rosenberg’s notion of a dissonant communications environment (1977, 1979). Regardless of ethnicity, majority status in a school context was associated with lowered levels of perceived discrimination. In general this study did not provide support for Rosenberg’s theory of racial dissonance, but the findings do support the notion that the phenomenon of resegregation contributes to the persistence of inequality of education for Hispanic students (Bankston & Caldas, 1997; Orfield, 2001; Orfield & Yun, 1999). The findings also highlight the importance of controlling for socioeconomic factors when examining the academic performance and self-esteem of Hispanic students. Future research of school racial composition should examine family factors, teacher experience, busing patterns, and grade level with ethnically and socioeconomically diverse samples.