Construction and validation of self-Esteem in the foreign language classroom scale (SEFLS)
This paper describes the development and standardization of a measure of self-esteem in the foreign language classroom. The reliability and validity of Self-esteem in the Foreign Language Classroom Scale (SEFLS) were determined for a sample of 252 Spanish native speakers studying a foreign language....
| Autores: | , |
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| Tipo de recurso: | artículo |
| Fecha de publicación: | 2022 |
| País: | España |
| Institución: | Universidad de Huelva (UHU) |
| Repositorio: | Arias Montano. Repositorio Institucional de la Universidad de Huelva |
| Idioma: | inglés |
| OAI Identifier: | oai:ariasmontano.uhu.es:10272/21941 |
| Acceso en línea: | https://hdl.handle.net/10272/21941 |
| Access Level: | acceso abierto |
| Palabra clave: | Validation Scale Self-esteem Self-concept Foreign Language Validación Escala Autoestima Autoconcepto Lengua extranjera 57 Lingüística |
| Sumario: | This paper describes the development and standardization of a measure of self-esteem in the foreign language classroom. The reliability and validity of Self-esteem in the Foreign Language Classroom Scale (SEFLS) were determined for a sample of 252 Spanish native speakers studying a foreign language. The test reliability coefficient was ω=,92. Confirmatory Factorial Analysis (CFA) yielded a 10-item three-dimension structure acceptable model fit. The three dimensions were language competence, skills performance and perceived social support. The SEFLS measure could be a useful tool for assessing students’ self-esteem in the foreign language classroom. Implications, limitations, and directions for future organizational research are discussed. |
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