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A domain-specific validation of the core self-evaluations scale
1Management Department, McCoy College of Business Administration, Texas State University, San Marcos, TX 78666, USA. bkmiller@txstate.edu
Psychological Reports
|January 14, 2012
Summary
Core self-evaluations, a measure of positive self-concept, significantly predict university satisfaction. This finding validates the Core Self-Evaluations Scale (CSES) in academic settings.
Area of Science:
- Psychology
- Educational Psychology
Background:
- Core self-evaluations (CSE) represent an individual's fundamental appraisal of their self-worth.
- CSEs are linked to positive self-concept and subjective well-being.
- The Core Self-Evaluations Scale (CSES) requires further validation in diverse contexts.
Purpose of the Study:
- To validate the Core Self-Evaluations Scale (CSES) in predicting university satisfaction.
- To examine the relationship between CSES scores and student satisfaction within higher education.
Main Methods:
- Structural equation modeling (SEM) was utilized across three independent university student samples.
- CSES scores were analyzed for their predictive power on two measures of university satisfaction.
- Models controlled for variables including college status, major, class satisfaction, life satisfaction, GPA, and grade fairness.
Main Results:
- The SEM analysis demonstrated a good model fit, supporting the CSES's validity.
- Statistically significant relationships were found between CSES scores and university satisfaction.
- Corrected correlation coefficients ranged from .24 to .37, indicating a moderate predictive relationship.
Conclusions:
- The Core Self-Evaluations Scale (CSES) is a valid measure for assessing core self-evaluations in university students.
- Higher core self-evaluations are associated with greater university satisfaction.
- These findings support the utility of the CSES in understanding student well-being and academic adjustment.
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