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Self Esteem Scale-merged

MA/MSc Applied Psychology (O.P. Jindal Global University)

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Manual for

Boeem

SES-DSDU

Dr. Santosh Dhar & Dr. Upinder Dhar

Vice Chancellor,
Professor, Vishwavidyalaya
Shrí Vaishnav Instituteof Management
Shri VaishnavVidyapeeth
INDORE (M.P.)
INDORE (M.P.)

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Manual
for
SELF
ESTEEM
SCALE
SES-DSDU
Dr. Santosh Dhar
Professor,Shri VaishnavInstituteof Management
Gumasta Nagar
INDORE (M. P.)
&
Dr. Upinder Dhar
Vice Chancellor
Shri Vaishnav Vidyapeeth Vishwavidyalaya
Sanwer Road
AOLOGICA
INDORE (M. P.)

T.M. Regd. No. 564838

Copyright Regd. No. OA-73256/2005DI. 13.5.05

An ISO 9001 : 2008 CertifiedCompany ISBN :978-93-85002-01-4

Estd. 1971 www.npcindia.com :(0562) 2464926
NATIONAL PSYCHOLOGICALCORPORATION
4/230, KACHERIGHAT, AGRA-282 004 (INDIA)

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CONTENTS

Pages

3
INTRODUCTION

4
DEVELOPMENTOF THE SCALE

7
NORMS OF THE SCALE

8
USES OF THESCALE

INSTRUCTIONS FOR ADMINISTRATIONAND SCORING 8

LIMITATIONS AND CAUTIONS 9

REFERENCES 10

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INTRODUCTION
Developingand maintaininga high quality of human capital is one of the priorities
commitmentare among
of everyorganization.Employeesatisfactionand organizationalresource management
the most commonlydiscussedindicatorsof effective human
organizatuos
system.The conceptof self-esteemhas been given emphasisas it helps
in meeting their long-term objectives alongwith the development of employees.
Attemptsto define self-esteemhave rangedfrom an emphasison primitivelibidinal
member ofa
that one is a valuable
impulses(Kernberg, 1975),to the perception
(Solomon et al.. 1991). Self-esteemcan be defined as an
meaningtul universe about
reflectedthroughpositivefeelings
individual'sgeneralfeelingof selfworth. It is on oneself as a person. High self-
oneself andis an overallvalue that one places low Selr
bya general foundnessor love for oneself;whereas
esteem is characterized
positive or ambivalent feelingstowardoneselt.It is
esteemis characterizedby mildly way and displays
viewS himself in a positive or negative reflects
as whether someone
credibility, value. and discernment.Self-esteemalso
Confidencein his ability,
view these qualitiesin him.
howthat individualthinks others relationto self-esteem and learned
loneliness and its
McWhirter(1997) studied connectionbetweenself-esteemand interpersonal
resourcefulness,looking at the a lack
hypothesizeda connectionbetweenlonelinessand through
relationships.The research intimaterelationships.This study,conducted
of abilityto maintainclose
and
showed statistically significantcorrelationsbetween
surveyof 625 collegestudents, and social
factors of global loneliness,intimate loneliness the self
self-esteemand the that the lower
these correlations were negative,indicating betweenself-esteem
loneliness.All of
loneliness,indicatinga connection been assumed to
esteem,the higherthe levelsof Self-esteemhas
interpersonalrelationships. and
and the presence of
the association between traitemotionalintelligence
correlation
be one potentialmediator of a robust
et al.,2012). A series of studies have shownemphasize that trait
loneliness(Kong (Zhao et al., 2013) and
and loneliness self-esteem
between self-esteem enhancing
intelligence appears to have an importantrole in
emotional
(Dong et al., 2008). individualis being
functions as a sociometer that monitorswhetheran
Self-esteem minimize
individualto engage in behaviorsthat
includedor excludedand motivatesan with high
probability of future rejection (Leary and Baumeister,2000). Individualstheir self
the skills and resources to enhance
self-esteempossess sufficientmotivation,
less about rejectionand theirhigh levels of
worth followinga threat. They tend to worrythem to take social risks. Furthermore,high
self-confidenceand self-certaintyenable
to connectwith close others
self-esteemindividualsoften demonstratea greaterdesire

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4 Manual for SES-DSDU

self-esteemindivitit
toaffim theirself-worth(Park and Maner, 2009). In contrast,low
they have fewwer
lack self-confidenceand have more negativeself views, believingthat individualsdo
positive qualitiesthan high self-esteemindividuals.Low self-esteem
not react to threats by seeking affirmation;their self-doubtcauses them to adopta
cautiousarnd self-protectivestance in their interactionswith source of rejection(Anthony
et al., 2007).
Competenceand self-worthare two importantparts of sell-esteer.The abilityto
Teelcapableand have a sense of value aboutoneselfare indicatorsof the level of self
esteeman individualhas. Researchhas shownthatadolescentswith higherself-esteem
get higher wages as adults (Drago, 2011: Girtz, 2012). This relationship0ccurs as
those with higher self-esteemare more productiveand persistentwhern faced with
dificult tasks.Research has also shown that it is sometimesbeneficialfor people to
have incorrectbeliefs about their ability, High self-esteemcan lead to
about ability. This belief gives some people extra inflated beliets
their goals (Benabouand Tirole, 2002: initiative. the margin, to acnieve
at
Santos-Pintoand Sobel, 2005).
Contemporaryorganizationsneed peoplewith high self-esteemas it is linked with
learning, performance and productivity. t makes
environmentas conduciveas they are themseivesmotivated emplovees to perceive work
difficult tasks. Organizationsneed to design to work andundertake
maximize self-esteem of their emplovees to enhance effective macro-level strategies to
effectiveness.Itcalls for cleary identifyingand understandingtheir learning and hence
esteem since it is a multi-dimensionai the constituentsof seli
astandardized construct. An attempthas been make to develop
psychometrictool and identifythe constituent
the Indian context. factors of self-esteemin
Deveiopmentofthe Scaie
After reviewingthe relevant
151 literature,definitionof self esteem was framed. Then
statements/items were developed which were
the conceptof self-esteem. envisagedto contributetowards
10years Work experience Twentyeight judges who were postgraduateswith at least
representing
They were shown the definitionof both industry and academics were approached.
asked to mark the self-esteemand the 151 statements/items and were
statements/items
that had frequency of 75% and above
that were in line with the
definition.The statements
acceptance were retained. Twentythree
statemerntshad the frequencyof 75% and above. On these
based on Likert Type of scale was
developed. These
statements/items,
a measure
23 statements/itemswere
adminsiteredon a sample of 277 respondentsconstitutedof school
ofprofessionalinstitutions, teachers,faculty
students, executives,lab assistantsand service
for Adult. After collecting the data, analysis was done to eliminate the providers
weak or
insignificantitems by measuringinternalconsistencythrough item-totalcorrelations.
t

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5
ManualforSES-DSDU
retainedin
therefore all were
and
None of theitems were found to be insignificant
the finalscale (Table 1).
TABLE 1
ShowingItem - Total Correlations r
pt a Item.No
Item. No
Iony Item.No 0.45075
0.54249 21.
0.50662 11. 0.52504
1. 22.
y to 0.59305 0.54105
0.59204 12.
self 2 0.56955 23.
0.52306 13.
eem 3. 0.53372
S as 0.54078 14.
4. 0.46014
with 0.54634 15.
5 0.61417
le to 16.
6. 0.51928
liefs 0.61995
0.57394 17.
ieve 7. 0.52886
0.61212 18.
8. 0.40243
with 0.57173 19.
9. 0.41163
Vork 0.44441 20. exceeded.1946
10. correlation value
whose Sciences to
take
item-total correlations,the itemsStatistical Package for Social Positivity,
s to After facior analvsis
using (Table2):
subjected to self-esteem. Six factorsemerged
thatconstitute Self-Worthand LearningOrientation.
ence were
self identifythe factors Humility, consistency ot
Openness,Competence, computed to determine internal
elop correlationswere (Table3).
:m in The Factor-Totai correlations was foundinsignificant
of the
the scale, and none corrected for full
Reliability determined by the split-halfmethod from the
the scale was Prophecyformulaon the data collected
The reliabilityofSpearman Brown 0.87.
hen
lengthby applying reliability coefficientwas found to be
The
sampleof 277 subjects.
ards
the scale
related to self-esteem, reliability
least
hed. Validity of the scale are
all items from the coefficientof
Besides face validity,as
were
validity. In order to determinevalidity index of reliabilitymeasures
has high content reliabilityindexwas computed.The their
obtained scores agree with the
ents
(Garrett,1981), the showing how well which
hree
of test scores by
the dependabilityvalues. maximumcorrelation
index of reliabilityhas highest
is true, because thebetween
iSure The
theoreticallytrue present form. This
were its
of yieldingin between a test and second measure is
given test is capable be obtained
culty can high validity
iders
correlation which
corresponding true scores.The laterhas indicated
ak or the testscoresand their
ions. on account of being 0.93.

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6 Manual fo SES-DsDU
TABLE2
Showing FactorAnalysis
Factors
|V VI
VAROO017 .671 115 180 .092 248 057
VAROO013 .606 .321 .019 -.020 .143 .156
VAROO005 .594 -.044 .162 420 -.015 -.005
(7
(.4
VAROO009 .500 -.041 .039 .168 .204 .353
5
VARO0008 .488 .111 .081 .346 -.092
VAROO018 .296 .273 .200
.232 be
fac
.159
VAROO014 .248 .741 .154
-.011 .265

VARO0021 .055 .542 .071

.089 .049 -.168
va
VAROO015 -.044 .525 .128
.286 .303 -.074 fai
VAROO016 .325 .490 -.058
.120 -.103 .403
VAROO020 .004 .487
.015 .112 .424 thc
-.047 tha
VAROO002 .204 .014
-.015 .346 .255
VAROO003 .791 .095 .183
-.058 .150 (.6
.196 .708
VAROO001 .452 .076
.285 .084 .045 pe
.621
VARO0006 .099 .125
-.110 -.090 .144
.012 .719
VAROO010 .022 .261 .064
.014 .170
.512
VAROO007 .317 .029 .172
.253 -.055
.505
VAROOO04 .168 -.092 .306
.029 .105
.405
VARO0023 .169 .063 .310
.288 .149
.117 .651
VARO0019 .095 .099 -.140
.086
.266 .618
VAROO022 .160 .194 .150
.001
-.081 .588
VARO0011 .135 -.096 .108
.252
.031 .302 .685 No
VARO0012 .086 .133 .143 .161 .013 .658
Sct

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Manual for SES-D sDU 7

Factor 1. Positivity:It is constitutedof item 5. canahlo to cope difficult situations
(59 tem 8 enjoyingto overcomechallengingsituations( 49), item 9taking social
Tesponsibity(.50): item13- view mistakesas learning opportunities(60). itemi
managingstress effectively(67). and item18. enioving life ( 29) with a total tacto
load of 3.14 and 10.4 percent of variance
Factor 2. Openness: It is constitutedof item14. taking ConstructivefeedbaCK
(74). item15- believing in self awareness (.52), item 16- adding value to the te
(49):tem 20- credit to other peoples'thought (49) and item 21- opennessof thougiS
(.54):witha total factor load of 2.78 and 8.8 percentof variance.
thinking(.62):item 2-
Factor 3. Competence:It is constitutedof item1- positive
(.71); with a total
perform tasks
oellet inone's own strength(.79): and item3- ability to
factor load of 2.12 and 8.6 percentof variance.
item 4- knowing job well (.40); item b
ractor 4. Humility : It is constitutedof admittung
otners (.72); item 7- feeling good about oneself(.50); and item10-
value percent of variance.
failures (.51):with a total factor load of2.13 and 8.2 negative
of item 19-awarenessabout
Factor 5. Self Worth: It is constituted strengths
and item 23- beliefin having more
thoughts(.62); item 22- good listener(.59); variance.
factor load of 1.86 and 7.9 percentof
than weaknesses(.65): witha total
constitutedof item 11- perfectionin work
Factor 6. LearningOrientation: It is with a total factor load of 1.34 and 7.8
skills (.66)
(.68) and item 12- developingnew
percent of variance.
TABLE3
Showing Factor-TotalCorrelations
Factors
Factor I 0.848
Factor Il 0.727
Factorll 0.631
Factor IV 0.732
Factor V 0.657
Factor VI 0.583

Norms of the Scale

subjects constitutedof
Norms of the scale are available on the sample of 277
executives,lab assistants
school teachers,facultyof professionalinstitutions,students,

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pointsfor
reference
the
regardedas
SES-DSDU noms
couldbe
Manual for These (Table 4). Scores
8
providers.
self-esteem TABLE 4 Raw Total
service levelof Interpretation of
and
interpretingthe Learning
Normsfor Self
Orientation
89.14
Factor-wise Humility Worth
7.23 7.96
Compe 11.59 1.15 98 and
Openness tence
15.78 1.75
Positivity 9 and
11.18 above
1.97 14and
Factors
19.61 above
1.55 19 and
23.73 above 81-97
2.44 14 and
Mean above 6-8
3.19 23 and
above 10-13 80 and
28 and
above 14-18 5 and
High above 10-13 below
9 and
17-22
below
13 and
21-27 below
Normal 9 and
below All
16 and
Range below 11,12
20 and 19, 22, 23
below
LOw below 10
1,2, 3 4, 6, 7,
14, 15, 16,
Items/ 13,
Statements 5, 8, 9, 20, 21
17, 18 23
02
(Arranged in
03
ascending 04
03
order) 05
06 usefulness lies
Total proper
Scale its primaryand comparison of
the this nature, survey or assessing
Uses of
psychometrictoolsof either for research be used for
Likeother and large groups, successfully review
organizationsto
individualsorganizations.Theinstrumentcan toolforthe same. It
with is a useful improvethe
within scale to
individuals individuals.The take
necessay action the
organization
self-esteemof context and employees of desired
the thisparticular self-esteemof the have the
statusin steps to
their
measure ofknowingthe take
necessary
incredible
informationto
facilitated to
isa quick management is Management willget employees according to
So that the productivity. the
resultsin terms ofhigher employees and facilitate
self-esteemofthe
improvethe SCORING
theirrequirement. ADMINISTRATIONAND regardless of age,
FOR individuals
INSTRUCTIONS
be administeredon the
instrument/scale may
This background. respondents.
educational sufficientto facilitatethe
genderand are
instructions printedon thebooklet
1.The

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Manual for SES-DsDUu 9

2. Notinme limitshould be given fot respondingto the scale However.it should be
finishedin 10 minutes,thoughthere will always be afew individuals who wouldtake
longertime

3 Before administeringthe scale, it is advisable toemphasizeorally that responses

should be marked as quickly as possible and sincere cooperationis required The
aroup should be told that the resultsof the scale help in self-knowledgeand responses
would always remain confidential.
4. lt should be emphasizedthat all the statementshave to be respondedto and no
statement should be left unanswered The statementsare designed to assess the
to
Oifterences in the individuals'reactions to various situations.The scale is meant
them as good or bad, rignt or
I0entthydifterencesbetween individualsand not to rank
Wrong.desirable or undesirable.
to the
there are no right and wrong answers
3. it shouid be emphasized that disagree,
answered in terms of strongly
Statements.All the statements have to be
disagree, not sure,agree or stronglyagree.
as stronglydisagree,disagree,not sure, agree or
6. Each item which is checked respectively.
should be awarded the scoreof 1,2,3, 4 and 5
Stronglyagree Strongly Agree
Not Sure Agree
Strongly Disagree Disagree 5
3
2

which the scale is

the exact purp0sefor
to teli respondents
7.It is not desirable
administration of the scale. score
Used. before self-esteem, higher is that Factor.Total
of a Factorof the higherthe self-esteem.
8.Higherthe score self-esteem. Higherthe totalscore,
overall
is the refiectionof the
Limitations and Cautions into
sutbjects do manageto get some insight
of this nature,the desirabilityand faking.
In allinstruments always the factorof social
such, there is not be expected
what its purposeis. As self-esteem of the subjects.It should
knowthe has no knowledge.
The scale purportsto characteristicsof whichthe respondent assesses, it
orsuch to what the Scale
totap unconscious Some insight as
likelyto get advantageoccurs to
Since the respondentis caution,especiallywhereany great
shouldbe used with great low scoresi.e.,getting
rewarded.
geting high or
the individualfor

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SES-DSDU
10 Manualfor REFERENCES

and Holmes,John G. (2007). Testing Sociometer

Wood, Joanne V. Decision
Anthony,Danu B.; Importance of Acceptancefor Social
the
Theory:Self-Esteemand 425-32.
Experimental SocialPsychology,43(3),
Making. Journalof and PersonalMotivation.
Quarterlv
(2002).Self-confidence
Benabou, R. andTirole.J.
871-915.
Journalof Economics, 117(3), 480-488. Zh
Earnings. J.Econ Psychology,32(3),
Drago,F. (2011). Self-esteemand Intelligence,
Urista, M. A. and Gundrum,D. (2008).The Impactof Emotional
Dong. Q.; Communicationover Myspace.
Self-Esteemand Self-Image on Romantic
Cyberpsychology&Behavior, 11, 577-578.
Bombay : Vakils,
Garreft, Henry, E. (1981). Statisticsin Psychologyand Education.
Feffer and Simons.
Girtz, R. (2012). The Effects of PersonalityTraits on Wages :A MatchingApproach.
Labour: Rev LabOur Econ Ind Relat. 26(4),455-471.
Kernberg,O. (1975). BorderlineConditionsand PathologicalNarcissism.New York :
Jason Alexander.

Kong. F Zhao, J.and You, X. (2012). Social Support Mediates the Influence of
Emotional Intelligenceon Mental Distressand Life Satisfactionin ChineseYoung
Adults. Personalityand IndividuaiDifferences,53, 513-517.
Leary, Mark R. and Roy, F. Baumeister (2000). The Nature and Function of Self
Esteem : SociometerTheory. In Mark P. Zanna (Ed.), Advances in Experimental
Social Psychology,32, 1-62, San Diego : Academic Press.
Park, Lora E. and Jon, K. Maner (2009). Does Self-Threat Promote Social
Connection? The Role of Self-Esteemand Contingenciesof Self-Worth,Journal
of Personalityand Social Psychology, 6(1), 203-17.
Mc Whirter, Benedict T. (1997). Loneliness,Learned Resourcefulnessand Self-Esteem
in College Students. Journal of Counsellingand Development, 75(6),460-469.

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Manual for SES-DsDU 11

e-Pinto,L. and Sobel. J. (2005). A Model of Positive Self-Imagein Subjective
Santos
Assessment. American Economic Review, 95(5),1368-1402.
slomon., S.; Greenberg,J. and Pyszczynski,T. (1991). ATerror ManagermentTheory
of Social Behaviour :The PsychologicalFunction of Self-Esteem and Cultural
Worldviews. In Zanna, M.P. (Ed.), Advancesin ExperimentalSocial Psychology,
24.San Diego,CA: Academic Press, 93-159.
Self-Esteem
Zhao,J., Kong, F. and Wang, Y. (2013). The Role of Social Support and
and Individual
in the RelationshipBetween Shyness and Loneliness.Personality
Differences, 54, 577-581.

form without the written

inventory material should be reproduced in any
2015. All rights reserved. No portion of this Scale (SES-DSDU). NPC- RP
permissionof the publisher. Manual for Self Esteem

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MOLOGIC
Consumnable Booklet
of

SES-DsDU
TM Reod No 564830
Copvnghi Regd No.OA-73256/2005 OL 13.5 05

Dr.Santosh Dhar (Indore)

Dr. Upinder Dhar (Indore) (English Version)

Please provide the followinginformation: Date

Name (optional).
Age. Sex: Male Female
Caste Religion.
Education Designation,
Organization.
Length of Service

INSTRUCTIONS
Please write the numberof your choice in the parentheses against each
statenent. Do not leave any statement unanswered.There are no right or
wrong answers.
Scoring Table
Factors V
Item No. 17| 13 59818| 14 2115|16 20 2 3 1 6 10|7 4
| 23 19 | 22 11 12
Score
Sub Total
Sub Interpretation
Page 2 4
Score
Interpretation
Total Score

Estd. 1971 www.npcindia.com B:(0562)2601080

NATIONAL PSYCHOLOGICAL CORPORATION
UG-1, Nirmal Heights, Near Mental Hospital,
Agra-282 007

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ConsumableBooklet of SES-DSDU
2 strongly|Score
Strongly Dis Neutral Agree Agree
Disagree Agree
Sr. No.
STATEMENTS

1. Iam a positive thinker.

2. Ibelieve in my strengths.

3. Ihave the ability to perform the

tasks effectively.

4. Iknow my job well.

5. lam capableto cope with difficult

situations.

6. Ialways give value to others.

7. Ihave a right to feel goodabout

myself.

8. Ienjoy overcoming challenging

situations.

9. Itake social responsibility.

Total Score Page 2

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SES-D5DU3
Consumable Booklet of
Strongly Dis Neutral Agree Strongly Score
Agree
STATEMENTS Disagree Agree
St. No.

admittingmy
10. Ido not hesitatein
failures.

work.
11. Ilike perfectionin

12. Ilike developingnew skils.

13. always view mistakes as

learning opportunities.

14. I never mind receiving

constructive feedback.

is
15. I believe self-awareness
necessaryin life.

16. Ifind myself as a value addition

to the team.

17. I am able to manage stress

effectively.

Total Score Page 3

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4 Consumable Booklet of SES-D5DU

Strongly Dis Neutral Agreel StronglyScore
STATEMENTS Agree
Sr. No. Disagree Agree

18. Iam enjoying my life.

19. Iam aware about my negative

thoughts.

20. Igive credit to other people's

thoughts.

21. Ilike openness of thoughts.

22. Iam a good listener.

23. I believe that I have more

strengths than weaknesses.

Total Score Page 4

All rights reserved. Reproduction In ony fom ls a vlolatlon of Copyight Act. Consumablo Booklet of Sett Esteem Scale (SES-DSOU) (Eng) NPC-RP 2020

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Manual For

Self

Dr. Arun Kumar Singh

Efficacy
Scale
Professor and Former Head
UniversityDepartmentof Psychology
Patna University
PATNA (Bihar) SES-SANS
Dr. Shruti Narain
Departmentof Psychology
Patna Women's College
PATNA (Bihar)

HOLOGICAL,
AGRA

IM Re) No Sot6s8
Cyngt Rogf No A73256/0%C 13505
Estd. 1971 2 0562-2464926

NATIONAL PSYCHOLOGICALCORPORATION
BHARGAVA BHAWAN, 4/230, KACHERI GHAT, AGRA-282 004 (INDIA)
" [email protected] " website : www.npcindia.com

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Manual
for
SELF
EFFICACy
SCALE
SES-SANS
Dr. Arun Kumar Singh
Professor and Former Head
UniversityDepartmentof Psychology
Patna University
PATNA(Bihar)
&

Dr. Shruti Narain

Departmentof Psychology
Patna Women's College
PATNA (Bihar)
oHOLOG

AGR
T. M. Regd. No. 564838
Copyright Regd. No.© A-73256/2005Dt. 13.5.05

Estd. 1971 www.npcindia.com :(0562) 2464926

NATIONAL PSYCHOLOGICALCORPORATION
4/230, KACHERIGHAT, AGRA-282 004 (INDIA)

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INTRODUCTION
age
has been designed for use with 12 yearsand above
This Self-efficacyScale competencyto
belief in his or her abilityor capabilities
Self-efficacy is a person's
of individuals. or overcome an obstacle;beliefsabout
their
reach agoal
performa task,
of performance that exerciseinfluenceover events that
to producedesignatedlevels efficacy affect life choices, level of
motivation,
affect their lives. Beliefs in personal
and vulnerability to stressand depression
qualityof functioning,resilienceto adversity
(Ciccarelli&Meyer, 2006; Wood &Wood, 1996).
social cognitivetheory proposed
The conceptof self-efficacyhas its roots in theobservationallearning and social
of
by Bandura(1986), which emphasizesthe role researchesdone in the field of
experiencein the developmentof personality. Various
self-efficacyby Bandura and others have shown that adolescent'sperceptionoT their
with which the
abilities to perform a task greatiy influencestheir success. The ease
transitionfrom childhoodto the demandsof adutthoodis made depends on the strength
of personalefficacybuilt up through prior masteryexperiences,seeing people similar
to oneself, manage task demand successfully,social persuasion that one has the
capabilities to succeed in given activities, and inferences from somatic and
emotionalstates indicativeof personalstrengthsand vulnerabilities(Santrock,2006).
A
strong sense of efficacyenhanceshuman accomplishmentand personalwell
being in many ways (Baron,2005).Bandura (1997) said that learnerswho possess
high level of self-efficacyare not intimidatedand challengedby complexassignments
and projects,which they see as an opportunityfor growth and mastery rather than
threats to be avoided. They heighten andsustain their effortsinthe face of failure.
Conversely,individualswith low self-efficacybelifsshy awayfromdifficulttasks which
they view as personalthreats.They have low aspirationsand weak commitmentto the
goals they chooseto pursue.They slackentheir effortsand give up quicklyin the face
of difficulties.They are slow to recovertheir sense of efficacyfollowingfailure or set
backs.
After extensivereviewof literature,followingfour dimensionswere finally included
in this scale. Abrief descriptionof each of these dimensionsis as under :.
(a)Self-confidence-Thefaith in oneselfand in one's own abilitiesto perform a
certain task or to arive at a certain goal.
(b) Efficacyexpectation-Theconvictionthat the person himself or herselfcan
successfullyproduce the behaviourrequired to generate the particularoutcome. It

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4 Manual for SES-SANs

particular
how long they will persist at a
determines how hard people will try and
behaviour. full. It means to
attitudeis seeing the glass half
(C)Positive attitude-A positive that tend to look for the go0d, to advance and
and thoughts
keep aset of ideas, values opportunities in every situation,
and to look, as it is
Overcome problems, to find the oneself,
life', It also means to have courage and exceed
said. 'on the bright side of
gettingup wheneverone falls. behaviourwill lead to a
expectation-A person's beliefthat a given
(d)Outcome
particular outcome.
TABLE1
Divisionof the items
Serialwise Item No. Total
Sr. Division of Itenms
No. 5
1,2, 3, 4, 5
. Self-confidence 5
Efficacy expectation 6, 7, 8, 9, 10
5
Positive attitude 11,12, 13, 14, 15
5
Outcome expectation 16, 17,18, 19, 20
IV. Total 20

Item Analysis one's ability or

scale intends to assess the level of belief in persons in
The Self-efficacy a goal or overcome an obstacle of
reach submitted
Competencyto perform a task, At first, the items were written and
and above. modifications.
the age range of 12 years and
make necessary corrections Psychologyand
language experts to
to a groupof submittedto a groupof experts
(teachers)of
It
Subsequently,they were
about any disparitiesin meaningof the contentsof the items.
Sociologyfor knowing 'stronglyagree, 4
Likert-typescale having 5 responseoptionswhere5 standsfor The response
is a disagree'.
for 'disagree'and 1 for 'strongly
for 'agree,3 for 'neutral',2 was SCored and a total score was obtained. Then ob
item
of the subjects on each the highest level in decreasing order to
their
were arranged from
tained total scores obtainedfrom it. Follwingit, item
analysiswas
level and the median value was
lowest
score into two categories : median and above median, one
done dividing the total category by clubbingthe responsecategories
categoryand, below median, the other preparedfor
into one and 4-5 into another one. Thus 2 x2contingencytable was
1to 3 was con
Then Chi-square was calculatedand then its obtained value
the purp0se.

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Manualfor SES-sANS5
and sorme
verted into Phi-coefficient(Singh.2013). Some values were found significant
retainedfor SE Scale.
valueswere found not significant.Finally, aset of 20 items were
There were 16 positive items and 4 negativeitems.
Instructions
Instructionswere printedon the first page. The examinees read the instructions
carefulyand if there was any confusion,they were asked to clarify itbyy raising their
hands. Each examinee was attended verv carefully.There was no fixed time limit as
such. However,it generallytook about 10 to 15 minutes in its completion.
Scoring :
The scoringof positive items of SE Scale was done by giving a score 5, 4, 3, 2 or
1for Strongly Agree, Agree, Neutral, Disagree and Strongly Disagree respectively
and negative items werescored as 1,2,3, 4and 5 respectively.
Scoring System
Strongly Strongly
Agree Neutral Disagree disagree
agree
Positive 5 4 3 2 1

4 5
Negative
Scores thus obtained were added together to yield totalscore. The details of
SCoring are being provided in Table 2.
TABLE 2
Scoring Table
Positivetemsltem No. 1,2,3, 5,6,7,8, 9, 11,13,14, 15, 16, 17, 19, and20
Negative ltems tem No. 4, 10, 12 and 18
Inter-dimensioncorrelationswere also calculated, which were found to be
sufficientlylow and not significant.
Reliability
The test re-test reliabilitywas calculatedand was found to be 0.82 and the split
half reliabilitywas found to be 0.74. Allreliabilitycoefficientswere significantat .01
level.

Validity:
SE Scale was validated against the General Perceived Selft-EfficacyScale
developedoriginallyin German by Jerusalem andSchwarzerand adapted by Sud
(1981)in Hindi. The concurrentvaliditywas found to be 0.92 which was significant.

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6 Manual for SES-SANS

Norms
Percentilenorms for Self-EficacyScale have been developed.For this purpose,
SE Scale was administered on a sample of 600 individuals.The sample was dichoto
mizedin terms of Sex. Males and females differed onthe scores of self-efficacyscale.
Therefore,separatepercentilenorms for males and females were developed(Table 3
and 4).
TABLE 3

Percentile of Males

Percentile Score Point Integral Score

Pos 92.47 93

89-55 90

P.80 36-22 87

83-31 84

80-33 81

P 75-64 76
50

73-54 74
Pao
P.30 71-53 72
1

P0 69-17 70

10 66-45 67
t

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Manualfor SES-sANS 7

TABLE 4
Percentile of Females
Ose,
Score Point
IntegralScore
Percentile
1ot0
cale. 94
93-51
ble 3
90-00 90
Pon

86-27 87
80

82.45 83
Pz0
P 60 78.72 79

P 50 75-25 76

73-03 74
Pao
70-81 71
Pa0
68-67 69
P20
Ps0 66-53 67

QualitativeInterpretation
The obtained scores on Self-efficacyscale can also be qualitativelyinterpreted
as under:
TABLE 5
QualitativeInterpretationof scores of Self-efficacyscale
Scores Interpretation
85 and above High Self-efficacy
74 to 84 AverageSelf-efficacy
73 or less Poor Self-efficacy

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Ma &Manual for SES-SANS

REFERENCES
Bandura, A. (1997). Self-efficacy: The exercise of control,New York:Freerman.
Bandura, A. (1986). Social foundationof Thought&Action:A socialcognitivetheory.
Upper Saddle River, New Jersey:Prentice Hall.
Baron, R.A. (2005). Psychology.Pearson Education.5th Edition.
Ciccareli.S. E. and Meye, G. E. (2006),. Psychology.London: PrenticeHall Higher
Education.

Santrock.J. W. (2006). EducationalPsychology.London :McGraw-HillCompanies.

Singh,A.K. (2013). Tests, Measurementsand Research Methods in Behavioural
Sciences.Patna :Bharti Bhawan Publishers&Distributors.
Sud, S., Jerusaiem,M. and Schwarzer.R.(1981). Hindi versionof General Perceived
Self-EficacyScale. htp://www.healthpsych.de.
Wood, S.E. and Wood, E.R.G. (1996). The World of Psychology.Allyn & Bacon,
Incorporated.

2014. All rights reserved. No portion of this inventory material should be reproduced in any form without the
written pernission of the publisher. Manual for Self-Efficacy Scale (SES-SANS). RP

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Consumable Booklet
of
TM Rd No REASA
Copyngh Reod No OA73256/2005DI 135 05

Dr. Arun Kumar Singh (Patna) SES-SANS

(English Version)
Dr. Shruti Narain (Patna)

Please fill in the following informations : Date

Name
Sex : Male J Female
Age
Name of Schoo/College .Class
Present Residence: Town Village
Monthly income of parents :
(a) 50,000 and above I(b)?30,000 to 49,000 (c) 20,000 to 29.000
(d) 10,000 to 19.000 n(e) Below 10,000
Father's Educational Qualification :
10th/12th/Graduate/Post Graduate/Above Post Graduate
Mother's Educational Qualification:
10th/12th/Graduate/Post Graduate/Above Post Graduate

INSTRUCTION
Following are some statements which are related to any persons self-confidence, self
respect, promise etc. For each statement, there are five resoponse options like "Strongly
Agree", "Agree", "Neutral", "Disagree"and "Strongly Disagree". Read each statement
carefullyand tick V mark only that option which youfind that is most appropriateand true in
your case. There is no time limit as such but it gjenerallytakes about 15 minutesto completethis.
These answers will be always kept confidential.
Scoring Table
Raw Score Interpretation
Page 2 4

Score
Total Score

Estd. 1971 www.npcindia.com (0562) 2601080

NATIONAL PSYCHOLOGICAL CORPORATION
UG-1, Nirmal Heights, Near Mental Hospital,Agra-282 007

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2 ConsumableBooklet of SES-5ANS
Sr. No. Srongy Neu Dis Strongy Score
STATENMENTS Agee
Agree tral aree Disagree

1. | feel
confident about my
capabilitiesthat with little efforts
l can resolve difficult problems.
OO UU
2. lam
confident that Ican
alltargets that l set for achieve
myself.
3. | am so
confident of my
capabilitiesthat Ican finish tasks
on time.

4. Despite hard work, Ifeel Iwill not

SUcceed.

5. Ifeel lcan keep self

controleven
at difficult times.

6. In any circumstance, I can

achieve what Idesire.

7. Ihave enough self-confidenceto

finish any work.
Total Score Page No. 2

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ConsumableBookiet of 5ES-5ANS 3
Sr. No
STATEMENTS Sroncy
Agre Aroe
Neu-
traf
Die- Shordy Score
Dieagre

8. With my
efforts, Ican achieve
anything.
9. My OWn potential and
capabilities are responsible for
all my achievementsso far.

10. It is usually not possible for me

to achieve any targets.

11. lam able to balance myself even

in most difficult times.

12. Iam unable to face difficulties

without any help and support.

13. Even in most difficult situations,

Ican strategise to resolve and
deal with it.

14. Itry my level best to achieve my

targets.
Total Score Page No. 3

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4 Consumable Booklet of SES-SANS

Neu Dis- Strongty Score
Srongty Agree greeDisagree
STATEMENTS tral
Sr. No. Agee

15. Ican keep my cool even when

otherstry to take up fight with me. 0O ODO

16. If Iget stuck in some work, with

little efforts Ican resolve it.

17. If Itry sincerely, Iam confident I

shall be able to succeed.

18. Despiteconcentratingon my aim,

I willfail.

19. If Iam determined to succeed, I

shall be able toachievesuccess. OD DOO

20. If work as per plan, Ishall be able

to reap results quickly.

Total Score Page No. 4|

©All rights reserved. Reproduction In any form ls a vlolatlon of CopyrightAct. ConsumableBooklet of Selt-EMlcacyScale (SES-SANS)(Eng.) RP18 MG

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There are four psychometric tools, i.e.,

1. Self Esteem Scale

2. Self-E昀케cacy Scale
3. Gudjonsson Compliance Scale
4. Dissocia琀椀ve Experiences Scale – Revised (DES-R)

Instruc琀椀ons

• You are required to administer all four tools on 4 par琀椀cipants.

• Score them and interpret them.
• Develop a report. The subheadings of the report must be in the format below.
1. Introduc琀椀on (brie昀氀y explain about four tools – refer content from the manual)
2. Objec琀椀ves
A. To assess the level of Self-Esteem of the par琀椀cipant
B. To assess the level of Self-E昀케cacy of the par琀椀cipant
C. To assess the level of Compliance of the par琀椀cipant
D. To assess the level of dissocia琀椀on experienced by the par琀椀cipant.
3. Methods
Case 1
A. Sociodemographic details of the par琀椀cipants (hypothe琀椀cal name, age, sex,
gender, current grade)
B. Data collected (scale wise- box)
Name of the scale:
Raw Score Total Score Interpreta琀椀on

Case 2

A. Sociodemographic details of the par琀椀cipants (hypothe琀椀cal name, age, sex,

gender, current grade)
B. Data collected (scale wise- box)
Name of the scale:
Raw Score Total Score Interpreta琀椀on

Case 3

A. Sociodemographic details of the par琀椀cipants (hypothe琀椀cal name, age, sex,

gender, current grade)
B. Data collected (scale wise- box)
Name of the scale:
Raw Score Total Score Interpreta琀椀on

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Case 4

A. Sociodemographic details of the par琀椀cipants (hypothe琀椀cal name, age, sex,

gender, current grade)
B. Data collected (scale wise- box)
Name of the scale:
Raw Score Total Score Interpreta琀椀on

4. Conclusion (subjec琀椀ve analysis of the results across all par琀椀cipants- give your reasons
for any similarity or di昀昀erences)

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Consent Form

This is to inform you that the researcher wishes to collect your data on various psychological
attributes through psychometric tools such as Self Esteem Scale (SES-DSDU), Self-Efficacy Scale
(SES-SANS), Gudjonsson Compliance Scale (GCS), Dissociative Experiences Scale – Revised
(DES-R). The data will be used for developing a report for the completion of an assignment for
my course. Your participation is completely voluntary. You are hereby ensured that complete
anonymity will be maintained, and data will be kept confidential. You are free to withdraw your
participation at any stage of the data collection process. If you decide to withdraw after the process
of data collection, your data will be discarded and won’t be used for any other purpose. If you are
willing to go ahead, you will be required to sign a consent form.

I have read, understood, and made aware of the rights as a participant. I understand that my
participant is voluntary and that I am free to withdraw my consent at any time without having to
give any clarification. I willingly agree to take part in this study by signing the consent form below.

Name: ________________________

Signature: __________________

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