1.

0 INTRODUCTION

1.1 Developer

Linda Brown is the eldest daughter of Leola and Oliver Brown was born on February 20,1942 in
Topeka, Kansas. She continued her study at Washburn University, Kansas State University and she
was a campaigner for equality in education. At third grade, she was forced to travel a significant
distance to elementary school due to racial segregation. Brown continue living in Topeka as adult
with her family and continue her desegregation efforts wih the area’s school system. She passed
away on March 25, 2018 at age 76 at her hometown, Topeka. She has a lot o book that she write
based on her experience an education background. In 1991, Linda Brown also the author of Self-
Esteem Index with Jacquelyn Alexander. Jacquelyn Alexander is a former special education
classroom teacher. She was appointed Dean of the School of Education and Clinical Studies at Lady
of the Lake University in 1993. Both of them works very well together to help someone to be a
confident person and self-respect. Jacquelyn Alexander also write a lot of book such as Community
college adaptation to serve the needs of mildly handicapped teenagers and young adults.

1.2 History

The lack of longitudinal data on adult self-esteem also hinders the ability of researchers to examine
cohort differences in self-esteem development. There is a surprising lack of longitudinal data,
especially as it pertains to the nature and developmental course of self-esteem during adulthood.
Most research on self-esteem has focused almost exclusively upon the years before and during
adolescence. It is important to examining differences in the self-esteem trajectories of various
cohorts because the public’s conception of self-esteem has changed dramatically over the last
several decades. The use of Self-esteem Index(SEI) in research on self-esteem may help illustrate
the similarities and differences in levels of self-esteem over time. The Self-Esteem Index it is
acceptable to praise or encourage people as they respond to the SEI and give the meanings of
individual words or sentences contained in the SEI. The Self-Index may administered individually
or in group. The Self-Esteem Index (SEI) can be used with confident to identify children and
adolescents who are believed to have self-esteem or behaviour problems, emotional disturbances
and adjustment disorders (Brown & Alexander,1991).
2.0 TECHNICAL INFORMATION

2.1 Instrument Self-esteem Index (SEI)

The Self-Esteem Index measures the personality construct of self-esteem. SEI is have 4 self-esteem
subscale; Perception of Familial Acceptance, Perception of Academic Competence, Perception of
Peer Popularity, and the Perception of Personal Security. All of this subscale are related to self-
esteem.

2.2 Target Group

The Self-esteem Index designed to assess self-esteem in school age children and adolescents. People
ranging in age from 8 to 18 years can be administered to SEI. The authors believe that those the
most qualified to take this Instrument are who are able to attend to the testing tasks, who know the
meaning of most of the words and concepts in the index, and who respond to items in a consistent
manner.

2.3 Items
There are 80 items on The Self-esteem Index. The list of items is:
No. Item No. Item
1. My parents and i have fun together 41. My parents don’t scold unless I
deserve it.
2. I am a hard and steady worker at 42. I am slow when it comes to doing my
school school work.
3. I’m pretty popular with other kids my 43. I usually say what I think.
age
4. Kids pick on me a lot 44. Other kids think I’m a cry baby.
5. My home life is pretty pleasant 45. I don’t trust my family.
6. I am good at school work 46. I find it hard to work in classrooms
that have a lot of rules.
7. I’m a lot of fun to be around 47. I think most people are pretty
interesting to talk to.
8. I have nightmares almost every night 48. I would rather play with children who
are younger than I am.
9. We have a very close friend 49. My family doesn’t trust me.
10. I am pretty good about doing my 50. I’m not doing as well in school as I’d
homework on time like to do.
11. It’s easy for me to make friends 51. When I grow up, I will be an
important person.
12. I often feel ashamed of myself 52. I am a klutz.
13. My parents don’t listen to me 53. My family will help me if i get into
trouble.
14. I’m proud of my school work 54. My teachers make me feel like I’m
 not good enough.
15. I am a leader in most of the games 55. I like being with other kids.
that my friends play
16. My friends don’t have much 56. I spend too much time alone.
confidence in me
17. I can go to my parents with my 57. I argue a lot with my family.
problems
18. I give the teachers a lot of trouble at 58. My behaviour at school is okay.
school
19. I don’t have trouble talking to other 59. I’m not afraid of as many things as
people my friends are.
20. I exaggerate my troubles in order to 60. I am uncomfortable in groups of
get attention from other people people.
21. My parents understand me as well as 61. I don’t have enough freedom at home.
most kids' parents do
22. I like going to school 62. Most of my teachers are pretty fair.
23. I'm as nice looking as most other kids 63. I’m not very lonely person.
24. I never feel like I'm part of the group 64. I wish I were younger.
25. My parents are proud of me 65. I am an important member of my
family.
26. My parents are disappointed in my 66. Sometimes I play sick to get out of
school grades school.
27. My friends think I have pretty good 67. I include other people in my plans.
ideas
28. It takes me a long time to get used to 68. Sometimes I pretend to know more
new things than I really do.
29. My family is interested in me and the 69. My parents expect too much from me.
things that I do
30. I do as little work at school as I can 70. My teachers give me school work that
get by with I cannot do.
31. I think I’m pretty easy to like 71. I learn a lot from other people.
32. I’m usually the last one to be chosen 72. I get a lot of headaches and stomach
for a game aches.
33. Nobody pays much attention to me at 73. The people in my family have quick
home. I tempers.
34. School work isn’t very interesting 74. I like it when the teacher calls on me.
35. I’m not shy 75. I don’t have trouble making up my
mind about things.
36. I am often afraid 76. When things go wrong, I sometimes
try to blame the other guy.
37. I feel left out of things at home 77. Things at home upset me.
38. My teachers like me 78. It’s fun to learn new things.
39. The other kids usually want me to 79. I have friends I can confide in.
take charge when we work on a
school.
40. My friends let me take the blame for 80. It is hard for me to talk in front of the
things they have done. class.
2.4 Scale
There are 2 types of scale. First scale for odd item and another scale for even item:
Scale for Odd Number Scale for Even Number

1 = Always True 1 = Always False

2 = Usually True 2 = Usually False
3 = Usually False 3 = Usually True
4 = Always False 4 = Always True

2.5 Subconstruct
Subscales
1- Perception of Familial Acceptance
2- Perception of Academic Competence
3- Perception of Peer Popularity
4- Perception of Personal Security
Items
1, 5, 8, 13, 17, 21, 25, 26, 29, 33, 37, 41, 45,
49, 57, 61, 65, 69, 73, 77
2, 6, 10, 14, 18, 22, 26, 30, 34, 38, 42, 46, 50,
54, 58, 62, 66, 70, 74, 79
3, 7, 11, 15, 19, 23, 27, 31, 35, 39, 43, 47, 51,
55, 59, 63, 67, 71, 75, 80
4, 8, 12, 16, 20, 24, 28, 32, 36, 40, 44, 48, 52,
56, 60, 64, 68, 72, 76

2.6 Validity and reliability of the SEI

Validity and Realibility from the Manual
a. Validity
b. Realibilty
Validity and Reliability from Search Literature
a. Validity
b. Realibilty

Validity
Validity research provides the second empirical proof of a test’s standardization. It also verifies the
author’s assertions about the way that the test can be used and confirms the value of the information
that the test generates. Validity imbues the examiner with confidence that the test lives up to its
reputation and its claims for utility.
The data contained in this section form the nucleus of a body of validity research concerning the
SEI. We hope that this core of research will grow over the years through the addition of independent
confirmatory research and research that replicates our own investigation. In the meantime, though,
we have provided here sufficient preliminary evidence to support validity and examiner who use the
SEI for its stated purpose.
This is by no means generic, all purpose validity and examiners who use SEI to satisfy different
appraisal goals than those set forth in the manual must accept responsibility for establishing the
validity of the SEI for those additional purpose.
There are three major theoretical categories of validity; content validity, criterion related
validity and construct validity. Studies of content validity are undertaken to determine if the items
that make up representive examples of the construct that the test measure. Criterion related validity
is concerned with the relationship between test performance and relevant external measures.
Investigations of this type asses whether a new test, such as SEI, correlate as expected with these
external criteria or can be used to predict future performance on the criteria. Construct validity
focuses on the theoretical factors that are presumed to underlie test performance or that have been
incorporated directly into the structure of the test. How will intelligence affect the results; Will
brighter test subjects earn better scores? Will self-confident individuals perform significantly better
than average? These are the queations that are addressed by construct validity research. First, though
we would discuss validity coefficients. The vast majority of our validity data will be reported as
correlations coefficients.

Reliability
Earlier in this chapter, we described the three qualities that Hammil( 1987) said were characteristics
of standardized assessment procedure, namely, specific procedures for administering the instrument,
for scoring the obtained responses, and for interpreting the results. The SEI has all these qualities
and can be called standardized. To bear out the test’s standardization, though, it is necessary to
provide Hammil’s empirical proofs of reliability and validity. Reliability, the first of these two
proofs, in the subject of this section.
Reliability is studied to determine the amount of error variance that is inherent within a
particular appraisal technique. No measurement system-not a ruler, the bathroom scales, or even
atomic clock- is completely accurate.
Before we present reliability data, it is necessary to discuss the nature of reliability coefficients
themselves. All of our studies either produce reliability coefficients or a based on reliability
coefficients. How large must these coefficients be before they are considered acceptable evidence of
the test’s reability ?
Content sampling error is estimated through studies of internal consistency reliability. The
content of a test is its item, and internal consistency reliability is conserned with the degree of
interrelationship or intercorrelation among the test’s item. The goal of test construction is to build a
test or scale in which the ites all measure the same construct or content. For instance, the SEI is
intended to measure overall self-esteem and its scale are intended to measure specific aspects of
self-esteem.
 Researchers and test authors have several statistical procedure to choose from when they
undertake studies of internal consistency reliability. The most common procedure are the Spearman
Brown corrected split-half technique, Hoyt’s procedure, the various Kuder-Richardson formulae, the
coefficient Alpha formula, and the immediate test-retest with alternate forms method. Cronbach’s
(1951) coefficient Alpha, which yields the average of all the possible split-half correltions that can
be extracted from a test, is one of the most rigorous of these procedures. Coefficients Alpha were
calculated be reanalysing the 550 protocols used in the confirmatory item analysis study described
earlier. These protocols were from 50 randomly selected subjects at each other of the 11 one-year
age intervals covered by the SEI normative sample. The resulting coefficients are reported in Table
4.4.
The 55 coefficients reported in Table 4.4 are all significant beyond the 5% level of confidence.
Of the 44 coefficients associated with the four SEI scales, 8 ( 18% ) exceed .90 and 36 (82%) exceed
.80. Predictably, the coefficients reported for the total test are even higher. Ten of 11 of them reach
or exeed .90. The averaged Alphas reported in the right hand column of Table 4.4 were calculated
using Fisher’s z-transformation method. They are estimates of the overall internal consistency of
each scale and the total test across all ages. Three of these mean coefficients are in the .80s and the
remaining 2 coefficients are in the .90s.

Search Literature
Content validity evidence, which was discussed previously, was strong. As to criterion related
validity, the manual reported a range of 29 to 77 correlation values for Piers-Harris Children’s Self
Concept Scale, Revised ( Piers, 1984) using a sample of 25 participants from 10 to 12 years of age.
Age was controlled for by the use of standard scores. The authors expected the correlation of the SEI
and the Piers-Harris Children’s Concept Scale to be, 35 or higher. This indicates a moderate
relationship. Thirty-four of the coefficients (979%) met the stated criteria ( coefficients of 3.5 0r
higher ).
Correlation of standard scores with the Index of Personality Characteristics (IPC) was reported
between 10 to 96 with a sample of 23 students from 11 to 13 years of age. Forty-two of the
coefficients (93%) meet the criteria. In other words. 93% of the SEI items have a moderate
relationship with items in the IPC.
In addition, the manual reported a moderate correlation for self-esteem scores with teacher
ratings. Coefficients ranged from 21 to 43, which are significants; yet the authors reported that only
the Peer Popularity Scale and the global self-esteem score coefficients meets the stated criteria.
Teachers were asked to rate the self-esteem of 105 students ranging in age from 8 to 16 years on a 9-
point Likert Scale. It was not stated if the teachers had knowledge of the student test scores.
Using the normative sample, the authors tested the intercorrelation of the SEI items and found a
range of 31 to 83. Because 80% meet the criteria, the authors argued that each section of the test
makes a significant contribution to the self-esteem score. Factor analytic techniques were used for
550 students in the item selection process to provide evidence for the subscales validity and their
relation – ship to the general factor of self-esteem. Sixteen students with emotional disturbances
(nonhandicapped). 64 students who had learning disabilities (learning disability area was not
identified), and 19 students who were gifted were examined.
The authors hypothesized that low self-esteem scores would be typical of students with learning
disabilities and emotional disturbances: students who were giftrd would scre closer to the norm.
Their results confirmed their hyphotheses and provided evidence that the SEI discriminates among
these group; students with emotional disturbances obtained the lowest SEI scores, students with
learning disabilities had near normal scores, and the gifted students had highest SEI scores. (Brooke,
1996).

2.7 Procedures for Administering the SEI

This chapter describes the administration and scoring procedures developed for the SEI. Specific
instructions for administering and scoring a test are two of the components of its standardization.
Examiners who follow these instructions precisely will reduce substantially some of the external
sources of error variance that can adversely affect the test scores.

Administration Procedures

This section describes the procedures for examiners when administering the SEI. Included general,
the qualifications for examiners and respondents, and the amount of testing time required.

General Administration Procedures

Before administering the SEI the examiners should be familiar with the contents of this manual.
Understand the theoretical under pinnings of the test and to know that its technical characteristics
are adequate is important. It also is important to master the correct administration and scoring
procedures. The examiners should undertake at least three practice administrations before using the
SEI formally. Any questions about correct usage or procedure should be resolved by re-reading the
appropriate section of this manual or by consulting the Research Department at PRO-ED,
Inc.Examiners also should be very familiar with the content of the test itself. There are four scales
on the SEI. The 80 items comprising these scales are inter mingled alternately throughout the test.
The entire test must be administered; individual scales cannot be given independently of each
other.Examiners should know and appreciate the policies that govern appraisal in their particular
school district or setting because affective appraisal an especially sensitive task, examiners must
adhere scrupulously to the relevant procedural safeguards.Obtaining subject or parental approval for
testing, ensuring the confidentiality and privacy of the test results, and clarifying the ways in which
the results may or may not be used are particularly important. This test iss designed to be
administered in a signal testing session. However, if the test subject is especially young or is easily
distracted, then it is accept able to carry testing over to a second or third session as necessary.
Examiners should use their common sense in looking for signs of lassitude or boredom as cues for
the need to discontinue a testing session. Praise or encourage people as they respond to the SEI and
to give the meanings of individual words or sentences contained in the SEI is acceptable. These
techniques can reduce frustration or tension but any comments that reflect on the value or accuracy
of a response should be avoided. Administer the SEI in a comfortable location that is well lighted
and well ventilated, quiet and as free from interruptions or distractions as possible. The SEI may be
administered individually or in a group.

Examiner Qualification

The SEI may be administered by a variety of professionals including classroom teacher,

educational, diagnosticians, psychologists, psychological associations, examiners should have some
formal training in appraisal that results in a working knowledge of psychometrics, proficiency with
general testing procedures, an appreciation of the uses and abuses of norm referenced tests, and an
understanding of specific assessment procedures employed in the area of personality or self-esteem
testing. Highly recommended to supervised training and practice . Through university course work
or through workshops sponsored by local or state education agencies or private consultans,
instruction and practical experience can be obtaine. Potentially unethical to give an assessment
technique without any previous training or experience in personality assessment. Consistent with
Lazarus’s notion (1981) of the technical eclectic, practitioners must be sure of their technical
training and knowledge before attempting personality assessments, even under supervised
conditions.

Respondent Qualifications

The SEI may be administered to individuals ranging in age from 8-0 through 18-11 years. To
attend the testing task, they should know the meaning of most of the words and concepts in the
items, and should be able to respond to the items in a consistent manner. This should be noted
explicitly on the Profile and Record Form if test subjects have difficulty understanding directions,
understanding what is required in responding to the test items, of understanding English and if there
is any reason to suspect that respondent has had limited exposure to the culture of the United State.
The SEI items are based on sociocultural experiences considered to be common in U.S., and the
norms are based on responses from individuals who have shared this common experience.

Testing Time

The SEI is not a timed test. A 30-minute testing session will be sufficient to complete all of
the test items. Students may be allowed to set their own pace for responding but should be
crastinate. Very young children, students who have trouble concentrating, individuals who
frequently need to ask the definitions of words included in the test items will require more time than
other respondents. In general a single sitting SEI test can be completed, but some examiners want to
plan on two shorter test sessions.

2.8 Procedures for Scoring the SEI

This part describes the administration and scoring procedures developed for the SEI. Specific
instructions for administering and scoring a test are two of the components of its standardization.
Examiners follow these instructions precisely will reduce substantially some of the external sources
of error variance that can adversely affect the test scores. These are the four kinds of scores
associated with the SEL is raw scores, percentile ranks, standard scores, and deviation quotients.
The way that these scores can be used and interpreted the role of standard error of measurement in
test interpretation are presented in this section, followed by a discussion.

Interpreting Raw Scores

The first scores obtained on the SEI They are the original numerical values associated with the test,
obtained by tallying the responses to each item are raw score. Raw scores are important because
they are the basic material from which all of the normative scores for the test are derived.

Converting Raw Scores to Normative Scores

The raw score for the total test can be converted to a percentile rank and to a Self-Esteem Quotient.
Converting the scales' raw scores to be percentile ranks and to standard scores.
Determining Normative Scores for the Total Test

Table A in the Appendix of this manual is used to convert the total raw score into a percentile rank
or Self-Esteem Quotient with a mean of 100 and a standard deviation of 15. Find the total raw score
in the Raw Score column. Then, by moving horizontally to the column immediately to the column
immediately to the left the corresponding percentile rank can be determined. In the appropriate
spaces provided in Section II on the Profile and Record Form, the percentile rank (PR) and Self-
Esteem Quotient (SEQ) recorded. This has to be plotted on the profile in section IV.

Determining Normative Scores for the Scales.

Table B is provided in the Appendix of this manual to convert the raw scores for the four SEI scales
into a percentile rank or a standard deviation of 3. Find the column on the table that corresponds to
the SEI scales that was administered. Then, the column is moved vertically down to the obtained
raw score. By moving the corresponding percentile ranks can be determined.

Interpreting Deviation Quotients

The Self-Esteem Quotient generated by the SEI is a deviation quotient that is actually a specific type
of standard score. Like both percentile ranks and standard scores, deviation quotients are based on
the raw scores made by the subjects in the normative sample. With a predetermined mean of 100 and
standard deviation of 15 we can create quotients, the raw scores are normalized into a distribution.
The interval data are quotients and therefore in the previous section, adaptability and versatility
described for standard scores. Averaging and profiling scores, testing mean score differences, and
reporting group data and, they are particularly well suited to comparisons among or between scores
are ideal. To convert total raw scores into Self-Esteem Quotients for the SEI Table A in the
Appendix was constructed. The larger the quotient, the higher or better the test performance it
represents.

Using the Standard Error of Measurement

The standard error of measurement is a statistical indication of the error variance associated with a
designated test score. Examiners know that a test score is not necessarily a true measure of test
performance, it is an estimate. The examiner can determine the upper limits (or lower limits) of the
range within which the true test score is most likely to be found by adding the standard error of
measurement to (or subtracting it from) an individual's obtained test score. Standard error of
measurement is concerned with probability estimates. For instance, 68% of the time, a subject's true
test score is likely to be found within a range that is plus or minus one standard error of
measurement unit from the obtained test score. An examiner can increase the confidence or
probability interval to 95% by adding the standard error of measurement to (or subtracting it from)
an individual's obtained test score. A range of three standard errors of measurement extends the
confidence interval still further, up to 99% when examiners report SEI scores, or interpret the scores
to other individuals, each score with its related standard error of measurement should be reported..
Then this subsequent users of the test data will know the probability range for the true score. Space
is provided in Section II of the Profile and Record Form for the examiner to record the standard
error of measurement (SEM).

Interpreting Deviant Scores

First is the degree of deviance and the second is the direction of the deviance is to consider when
interpreting deviant test scores.Degree of deviance is a matter of magnitude and statistical
significance. Quotients from 90-110 and standard scores from 8-12 are considered to be normal;
they account for the scores of almost 50% of the population. All scores outside that range deviate
significantly from normal or average performance and warrant diagnostic attention.The direction of
the deviance is also important.On tests of academic achievement or intellectual aptitude, very high
scores are gratifying and do not raise feelings of concern. This indicate that an individual is
performing well above expected levels in comparison to agemates. On affective measures like the
SEI, though, very high scores do not necessarily mean better behavior, greater personal and social
adjustment, or higher self-esteem. High scores and low scores both deviate significantly from the
norm and therefore both are of clinical interest.

Significantly low scores are percentile ranks below 25, standard scores below 7, or quotients
bellow 90. These scores would be plotted in the lower shaded portion of the profile in Section IV of
the Profile and Record Form. Poor self-esteem, immature behavior pattern, negative feelings or
perceptions, or unsatisfactory adjustment may be indicative to score of the magnitude. If confirmed
by other diagnostic information, low SEI scores indicate a need for some kind of intervention such
as counseling, therapy, special class placement, and so on. High scores are percentile ranks above
75, standard scores above 13, or quotients above 110. They would be plotted in the upper shaded
portion of the SEI profile. They may reflect unusually strong self-esteem, especially mature
socioemotional development, or exceptionally good mental health. Unusually high scores can be as
indicative of self-esteem problems as very low scores. When they are interpreting SEI scores,
examiners must take this into consideration.

Interpreting Score Differences

The comparison of test score is an important component of the diagnostic process. An examiner
frequently compares test scores from two different occasions. Other than that, they compare scores
from different components of the same test or battery. Scores from two or more different measures
are often compared, too (i.e. scores from the SEI, the Behavior Rating Profile, and the Index of
Personality Characteristics). The comparison of test scores in all of these instances leads inevitably
to two questions. If the observed difference between two scores represents a true difference or if the
difference can be attributed instead to chance or normal fluctuation, this should be determined by the
examiners. A simple statistical question answered by computing the standard error of the difference
between two scores using Anastasi’s (1988) formula. The examiner knows that the difference is
likely to be a true one and can be regarded as significant when the actual difference between the two
scores exceeds the standard error of difference. The following formula can be use to compute for
themselves the standard error of difference (SED) between the SEI’s Self-Esteem Quotient and a
quotient obtained from another test that also has a distribution with a mean of 100 and a standard
deviation of 15: SED = 1.96 √𝑆𝐸𝑀12 + √𝑆𝐸𝑀22. In this formula, SEM1 represents the standard
error of measurement associated with the SEI Self-Esteem Quotient and SEM2 is the standard error
of measurement associated with the quotient from the second test.

Accounting for Dissemblance

Variable that many diagnosticians take into account when interpreting the results of self-report
measures of personality traits, like the SEI is dissemblance. Dissemblance is the tendency or
characteristic that some-perhaps many-people have to hide or disguise their feelings, motives, or
personality traits. And be a blatant and deliberate attempt to deceive, or it may be a very subtle and
natural inclination to “put your best foot forward.” Most personality traits, dissemblance is a very
normal part of our personalities that can be carried to an extreme, at which point it becomes cause
for concern.Two types of dissemblance is first it occurs when individuals dissemble in order to
make themselves appear more deviant, disturbed, or maladjusted than they actually are. The second
occurs when individuals dissemble in order to present a more stable, well adjusted, and emotionally
healthy picture. Sometimes the latter is referred to as "socialdesirability" because the tendency is to
respond to test items in the expected or socially desirable manner. There is a substantial body of
literature that establishes the ease with which test subjects can produce almost any desired pattern of
responses on a personality inventory. The important question is not whether dissemblance is a real
phenomenon of test-taking clearly it is-but whether it affects the interpretation of the test results.The
subtle and presumably "normal" effects of dissemblance are mitigated by carefully norming a self-
report instrument. It is safe to assume that the responses of these 2,455 subjects reflect the typical or
normal tendency either to present themselves in a good light or to disparage themselves Ergo,
normal dissemblance is accounted for in the normative tables of the test Subjects who dissemble to
an average degree still will receive standard scores that fall into the normal range. Subjects who rate
themselves very positively or very negatively will receive very high or very low scores that are
sufficiently distinctive to warrant closer examination by the diagnostician.The best overall estimate
of an individual's self-esteem is the total test score, the SEI is Self-Esteem Quotient. The Self
Esteem Quotient takes into account all of the attributes and variables that are measured by the SEI
for this reason, it is the best by predictor of global or general self-esteem.

3.0 JUSTIFICATION OF THE NEEDED OF INSTRUMENT ADAPTATION PROCESS

The aim of this process is to achieve different language versions of the English instrument which is
set according to the countries or cultures. The instrument should be compatible and acceptable to
each country or the respondent who will answer this quesionnaire. This is because it will make it
easier for the respondents to undersand the requirement. Our respondents are from 15-18 years old.
Our aim is to make our questionnaire easy to understand and easy to respond to. Because in this age,
not everyone can understand English well. As an instrument distributor, we also didn’t know all of
the words that been used in the original instrument. That’s why, an instrument must be appropriate
in terms of languages.

4.0 INSTRUMENT ADAPTION PROCESS

Psychometrics has immense role in measuring health outcomes across the globe. To use the scales in
different culture, there is need to adapt the instrument appropriately. It was aimed to describe the
psychometric validation of instruments step by step as well as comprehensively. Cultural adaptation
needs to follow standard adaptation procedure and assessment of reliability and validity after
ensuring the standard sample size.

This can be accomplished by performing an Instrument Adaption Process called an instrument

customization process or by other means of adapting an instrument. Adapting an instrument requires
more substantial changes than adopting an instrument. In this situation, the researcher follows the
general design of another instrument but adds items, removes items, and / or substantially changes
the content of each item. Because adapting an instrument is similar to developing a new instrument,
it is important that a researcher understands the key principles of developing an instrument.

When adapting an instrument, the researcher should report the same information in the
instruments section as when adopting the instrument, but should also include what changes were
made to the instrument and why. Below is a sample description of an instrument that was adapted in
Korb (2009).

This study adapted the Factors Influencing Teaching Choice (FIT-Choice) scale. This
instrument was developed by Watt and Richardson (2007). Validity evidence was provided by factor
analysis and the longitudinal relationship of the factors influencing teaching to subsequent
engagement in the teaching profession. The purpose of the FIT-Choice is to determine the factors
that preservice teachers identify as being most influential in their choice of the teaching profession.
The FIT-Choice scale was only slightly modified to fit the Nigerian context. All factors were
identical to the original FIT-Choice instrument except for two. Watt and Richardson identified a job
transferability factor that included items such as "Teaching will be a useful job for me to have when
traveling." This factor was judged as not applicable to Nigerian pre-service teachers. Additionally,
an exploitation factor was added to the instrument to represent choosing teaching as a lazy, easy
career with items such as "Teaching will allow me to work other jobs," "Teaching will allow me to
collect a salary by doing little work," and "When teaching, I can use the students for gaining
money."

Researchers conducting the instrument customization process because sometimes the instrument
is not suitable for the participants or respondents selected in the study and ultimately the information
obtained is not accurate to the individual. For example, the instrument was developed for university
students but the sample given is a primary school student, so the language on the instrument is too
advanced for the sample. This instrument will need to be adapted by rephrasing the items into words
that primary school pupils will understand.

Based on the study performed, this study uses the scale that used in the original instrument of
Self-Esteem Index (SEI) itself. This instrument was founded and developed by Brown & Alexander
in 1991, the SEI is a multidimensional instrument that measures how adolescent and children
perceive and value themselves. It is appropriate for individuals ages 8-18. Some of the common uses
of this instrument include, identifying problems such as behavior, emotional, adjustment and self-
esteem, confirming referrals and planning a method for solving the problem. There are 4 sub-scales
used in the measurement namely Familial Acceptance, Academic Competence, Peer Popularity, and
Personal Security. The changes that made to the use of this instrument are divided into 3 phases,
each of which has specific processes that involve teachers as well as some psychologists and
counselors. For the first phase, three great teachers in the use of language Malay language and
English is required. While the second phase will involve 3 psychologists and counselling, and
finally the third phase, teachers are proficient in the use of english and malay. These three phases
and processes are intended to ensure the use of sentences appropriate to the selected respondents, the
use of non-high language so that the respondent is easy to understand as well as the correct use of
grammar.

The manifestation of the variable may different between the group the instrument was
developed for and your sample. For example, a researcher might be interested in mother's attention
to their infants. In a Western culture where the instrument was likely developed, motherly attention
might be manifested by a mother spending time playing with toys and their infant. In Nigeria,
motherly attention might be sleeping with an infant in the same bed at night. In a Western culture,
mothers typically put their infants to bed in a different room at night. Therefore, the variable of
"motherly attention" may differ between the two cultures, and an instrument for Western mothers
will thus have to be different than an instrument for Nigerian mothers. An existing instrument
developed in a Western culture would need to be adapted for the Nigerian mothers by changing
items that do not reflect the cultural definition of motherly attention.

Literature Review

1. This study focuses on the assessment of two-dimensional psychometric properties, aimed at

measuring self-esteem in a sample of Mexican school children. The first scale is the Self
Esteem Index (SEI) created by Brown & Alexander (1991), where we strive to achieve
adaptability (back translation), validation and reliability before using it with Mexican
children. The SEI scale is an 80-item self-report instrument, a reference standard, designed to
raise children's perceptions of their personal characteristics and characteristics. Respondents
read each item in the SEI, and used a modified Likert-type scale to classify each item based
on four answer choices: always, almost always, almost never, never. Because many of the
instruments commonly used to measure self-esteem distinguish between factors, the scale of
these items includes regular acceptance, academic competence, peer popularity and self-
esteem as relevant factors in self-esteem in school children.

The SEI was given to a group of 419 Mexican children of both sexes not selected, ages
8 to 12, who were attending primary school in Mexico City. Prior to its implementation, the
instrument used English-Spanish translation, back-translation (Spanish-English) with peers.
During this process, some idiosyncratic adjustments are made to facilitate some reagents.
SEI was given to a sample of school-age children (ages 8 to 12) for final syntax correction.

The research protocol was submitted to two privets in Mexico City for approval and
two instruments were used in parallel, in groups of twenty to twenty-five school students,
ages 8 to 12, for seventeen primary schools. Among them, there are four groups of three
classes, four classes of four, five classes of five and four groups of six classes in all. Each
instrument takes about 40 minutes.

After giving the questionnaire, the instructions are read aloud, stressing the fact that no
good or bad impressions are needed, and that there is a need for sincerity in every answer.
The two instruments were applied three weeks apart, and then simultaneously with
psychometric analysis to obtain their validity and reliability for this population and age
group.

In a concurrent process, we elaborated a new instrument to measure self-esteem which

we called Instrumento de Autoestima Infantil (IDAI). This novel index consists of 80 items,
distributed in twenty-long item scales, corresponding to four distinct factors: familiar
acceptance, academic competence, popularity and personal security. The respondent reads
each item and uses a Likert type scale to respond under five options, i.e. never, almost
never, sometimes, almost always, always. From a bank of reagents elaborated by the
authors, we selected 80 which would readily conform to the above-mentioned scales.
Before its administration, the instrument was submitted to peers who provided several
syntactic suggestions that improved the quality and clarity of the reagents.

The IDAI was administered to the same sample of 419 Mexican school-children. In this
case, we obtained an aplpha coefficient of 0.9168, which confirms a good reliability, as
well as in the factorial analysis with Varimax rotation at .30, by eliminating only two items
(item numbers 20 and 60). The other items were thus clustered into four new scales that,
accordingly, we named social acceptance, academic acceptance, personal assurance and
academic competence.

The discriminatory validity of each item was obtained by means of a Student’s t value
with a high degree of significance (.000) that reflects a satisfactory discrimination for all
items tested. Correlation between the Self Esteem Index and the Instrumento de Autoestima
Infantil with a Spearman standard was statistically significant (p value ‹ .0001) with a score
of r= 0.71.

These results are encouraging as they suggest that both instruments can be reliably
administered to Spanish-speaking children ages 8 to 12 years-old to assess their self-
esteem, for purposes of improving their academic performance and facilitate timely
psychological intervention.
 More research studies in different Hispanic populations are needed to confirm our
findings, but we hope that this work will foster further investigation in the field of
developmental psychology to better understand the nature and range of selfesteem in young
children.

2. The purpose of the present study was to offer field estimates of the factor validity and
internal consistency reliability of the Self-Esteem Index (SEI) using SEI data from 208
regular and special education students. Exploratory factor analytic results supported the
existence of four factors, as anticipated; however, various inconsistencies were noted
between the anticipated and actual factors with which particular items were associated.
Likewise, confirmatory LISREL results indicated a somewhat poor fit of the expected factor
model to the data. Alpha reliability results were somewhat more promising, with coefficients
for scores on the entire scale and the four anticipated subscales exceeding.80. Based on the
findings, the authors offer cautions regarding use of the instrument in educational settings.

4.1 FORWARD TRANSLATION

Forward translation means, we have to do an initial translation from the original language to the
target language. In a standard, the translator would aim to translate the text so it can be read
smoothly and fluently using the correct terms and most appropriate words. There are three phases
we need to complete before we distribute the instrument to respondents.

In Phase 1, The translator must be someone who is good in English language and good in Malay
language. We have selected three translators that can interpret our instrument. Our first translator is,
Madam Siti Khalijah binti Mohamed. She is a Counselor with DG44 grade in SMK Seri Sepang,
Selangor. Our second translator is, Madam Che Asbah binti Yakob who is a Counselor in SMA
Daeratul Maarifil Wataniah 1, Pulau Pinang and our third translator is Mr. Muhammad Afif bin
Mohd. Sani Mr mohamad afif, who is studying at Imperial College London, Master in MSC Climate
Change, Management & Finance. It takes 5 days till 7 days to recieve the instruments that had been
translated. Then, we discussed in our group to choose the best instrument for the next phase.
 In Phase 2, we need to choose an experts major in Psychology and Counseling such as
teachers or lecturers. The experts has to determine whether the item used in the instrument is
appropriate. We also provide a scale for experts to evaluate and comment on our instruments if
there is an inappropriate item or the item that needs to changed. Our experts are, Dr. Hjh Nur
Liyana binti Mohd Ibrahim who is a Kaunselor Pendidikan Daerah (KPD) in Pejabat Pendidikan
Daerah Hulu Selangor. Second is, Cik Faudziah binti Yusof who is a lecturer in Psychology
University of College of Islam Malacca. The third one is, Madam Norhasfalela binti Abdullah.
She is a counselor in SMK Desa Cempaka, Negeri Sembilan. It takes 1 week to recieve the
instruments that had been looked by the experts. We discussed and choose the best instrument in
Malay language to give to the translator in phase 3.

In the last phase, Phase 3. Our translators must be someone who is expert in English
language and know Malay language and who has no knowledge of the questionnaire because the
translators had to do back to back translation. Which is we only give the instrument in Bahasa
and our translators have to translate the instrument in English.

The reason we are doing this is because we can see if the final translate in Malay languange
can be understand clearly by our translator. Our translator in this phase are, Miss Maisarah binti
Mohammad Reza who is a student in Bachelor of Arts (Hons) in Applied English Language
Studies at Kolej Universiti Poly-Tech Mara Kuala Lumpur. Second is Madam Shahima Yuswati
binti Mohamed, who is an english teacher in SMA Daeratul Maarifil Wataniah 1, Pulau Pinang
and our last translators is Miss Nurul Farahanim binti Raimi. She is a student in Bachelor of
Mass. Comm (Hons) Public Relations at UITM Shah Alam, Selangor.

4.1.1 RECONCIALIATION PROCESS

No Original Item Translator 1 Translator 2 Translator 3 Final

. Reconciliation
 Result

1. My parents and I Ibu bapa saya Ibu bapa saya Ibu bapa saya Ibu bapa saya
have fun bergembira bergembira bergembira bergembira bersama
together bersama saya bersama saya bersama saya saya.

2. I am a hard and Saya seorang yang Saya seorang yang Saya seorang Saya seorang yang
steady worker at pelajar yang rajin pelajar yang rajin pelajar yang rajin pelajar yang rajin
school dan berdedikasi di dan berdedikasi di dan berdedikasi di dan berdedikasi di
sekolah sekolah sekolah sekolah.

3. I’m pretty Saya sangat Saya sangat diminati Saya agak terkenal Saya agak terkenal
popular with diminati oleh oleh kanak-kanak dikalangan kanak- dikalangan kanak-
other kids my age kanak-kanak sebaya saya kanak seusia saya kanak seusia saya.
sebaya saya

4. Kids pick on me a Kanak-kanak lain Kanak-kanak lain Kanak-kanak lain Kanak-kanak lain
lot selalu membuli selalu membuli saya selalu membuli saya selalu membuli saya.
saya

5. My home life is Kehidupan saya di Kehidupan saya di Kehidupan di rumah Kehidupan di rumah
pretty pleasant rumah aman rumah aman saya agak selesa saya agak selesa.

6. I am good at Saya sangat bagus Saya sangat bagus Saya sangat bagus Saya sangat bagus
school work menyiapkan kerja menyiapkan kerja dalam menyiapkan dalam menyiapkan
sekolah sekolah tugasan/kerja tugasan.
sekolah

7. I’m a lot of fun to Saya seorang yang Saya seorang yang Saya seorang yang Saya seorang yang
be around riang untuk riang untuk didekati menyeronokan menyeronokan
didekati untuk didekati untuk didekati.

8. I have nightmares Saya selalu Saya selalu Saya selalu Saya selalu
almost every mendapat mimpi mendapat mimpi mendapat mimpi mendapat mimpi
night tidak baik setiap tidak baik setiap buruk setiap malam buruk hampir setiap
malam malam malam.

9. We have a very Kami mempunyai Kami mempunyai Kami mempunyai Kami mempunyai
close friend teman rapat dan teman rapat dan seorang teman baik seorang teman baik.
mesra mesra

10. I am pretty good Saya sangat bagus Saya sangat bagus Saya sangat bagus Saya sangat bagus
about doing my menyiapkan kerja menyiapkan kerja menyiapkan kerja menyiapkan kerja
homework on sekolah di waktu sekolah di waktu sekolah pada waktu sekolah pada waktu
time yang ditetapkan yang ditetapkan yang ditetapkan yang ditetapkan.

11. It’s easy for me Mudah untuk saya Mudah untuk saya Saya mudah Saya mudah
to make friends berkawan baru berkawan baru mendapat kenalan mendapat kenalan
baru baru.

12. I often feel Saya selalu malu Saya selalu malu Saya selalu malu Saya selalu malu
ashamed of dengan diri sendiri dengan diri sendiri dengan diri sendiri dengan diri sendiri.
myself
13. My parents don’t Ibu bapa saya tidak Ibu bapa saya tidak Ibu bapa saya tidak Ibu bapa saya tidak
listen to me mendengar saya mendengar saya mendengari saya mendengari saya

14. I’m proud of my Saya sangat bangga Saya sangat bangga Saya berbangga Saya berbangga
school work dengan kerja dengan kerja dengan tugasan/ dengan tugasan
sekolah saya sekolah saya kerja sekolah saya sekolah saya.

15. I am a leader in Saya seorang ketua Saya seorang ketua Saya menjadi ketua Saya menjadi ketua
most of the di semua di semua permainan dalam kebanyakan dalam kebanyakan
games that my permainan bersama kawan- permainan yang permainan yang
friends play bersama kawan- kawan dimain bersama dimain bersama
kawan kawan-kawan saya kawan-kawan saya

16. My friends dont Rakan-rakan tidak Rakan-rakan tidak Kawan-kawan saya Kawan-kawan saya
have much mempunyai mempunyai tidak yakin dengan tidak yakin dengan
confidence in me kepercayaan kepercayaan saya saya.
terhadap saya terhadap saya

17. I can go to my Saya boleh Saya boleh Saya boleh Saya boleh
parents with my berbicara dengan berbicara dengan berbincang dengan berbincang dengan
problems ibu bapa saya ibu bapa saya tanpa ibu bapa saya ibu bapa saya
tanpa masalah mengenai masalah mengenai masalah
masalah
yang saya hadapi yang saya hadapi
tanpa sebarang tanpa sebarang
masalah masalah

18. I give the Saya memberi Saya memberi Saya banyak Saya banyak
teachers a lot of banyak masalah banyak masalah menyusahkan guru- menyusahkan guru-
trouble at school kepada guru-guru kepada guru-guru di guru guru.
di sekolah sekolah

19. I dont have Saya tidak Saya tidak Saya tidak Saya tidak
trouble talking to mempunyai mempunyai mempunyai mempunyai masalah
other people masalah untuk masalah untuk masalah untuk untuk berbicara
berbicara dengan berbicara dengan berbicara dengan dengan orang lain.
orang lain orang lain orang lain

20. I exaggerate my Saya suka Saya suka Saya suka Saya suka
troubles in order memperbesarkan memperbesarkan memperbesarkan memperbesarkan
to get attention masalah saya untuk masalah saya untuk masalah saya untuk masalah saya untuk
from other mendapatkan mendapatkan mendapatkan mendapatkan
people perhatian orang perhatian orang lain perhatian orang lain perhatian orang lain.
lain

21. My parents Ibu bapa saya Ibu bapa saya Ibubapa saya Ibubapa saya
understand me memahami saya memahami saya memahami saya memahami saya
as well as most selain ibu bapa selain ibu bapa seperti ibu bapa seperti ibu bapa
kids' parents do orang lain orang lain yang lain yang lain

22. I like going to Saya suka pergi ke Saya suka pergi ke Saya suka pergi ke Saya suka pergi ke
school sekolah sekolah sekolah sekolah
23. I'm as nice Saya sama cantik Saya sama cantik Saya sama cantik Saya sama cantik
looking as most seperti kanak- seperti kanak-kanak seperti kanak-kanak seperti kanak-kanak
other kids kanak lain lain lain lain

24. I never feel like Saya rasa tidak Saya rasa tidak Saya berasa terasing Saya berasa terasing
i'm part of the seperti tergolong di seperti tergolong di dalam kumpulan dalam kumpulan.
group dalam kumpulan dalam kumpulan
yang sama yang sama

25. My parents are Ibu bapa saya Ibu bapa saya Ibu bapa saya Ibu bapa saya
proud of me bangga dengan bangga dengan saya berbangga dengan berbangga dengan
saya saya saya.

26. My parents are Ibu bapa saya Ibu bapa saya Ibu bapa saya Ibu bapa saya
disappointed in kecewa dengan kecewa dengan kecewa dengan kecewa dengan
my school grades keputusan sekolah keputusan sekolah keputusan sekolah keputusan sekolah
saya saya saya saya.

27. My friends think i Rakan-rakan saya Rakan-rakan saya Rakan-rakan saya Rakan-rakan saya
have pretty good percaya saya percaya saya percaya saya fikir saya mempunyai
ideas mempunyai idea mempunyai idea mempunyai idea idea yang bagus
yang bagus yang bagus yang bagus

28. It takes me a long Memerlukan masa Memerlukan masa Saya mengambil Saya mengambil
time to get used yang lama untuk yang lama untuk masa yang lama masa yang lama
to new things saya menyesuaikan saya menyesuaikan untuk untuk menyesuaikan
dengan benda menyesuaikan diri diri dengan perkara
dengan benda
baharu dengan perkara baharu.
baharu baharu

29. My family is Keluarga saya Keluarga saya Keluarga saya Keluarga saya
interested in me mempunyai minat mempunyai minat berminat dengan berminat dengan
and the things terhadap saya dan terhadap saya dan saya dan perkara saya dan perkara
that i do perkara-perkara perkara-perkara yang saya lakukan yang saya lakukan.
yang saya lakukan yang saya lakukan

30. I do as little work Saya hanya Saya hanya Saya hanya Saya hanya
at school as i can menyiapkan kerja menyiapkan kerja menyiapkan kerja menyiapkan kerja
get by with sekolah sekadar sekolah sekadar sekolah sekadar sekolah sekadar
yang saya boleh yang saya boleh yang saya boleh yang saya boleh
sahaja sahaja sahaja sahaja.

31. I think im pretty Saya senang untuk Saya senang untuk Saya mudah Saya mudah
easy to like diminati diminati menyukai sesuatu - menyukai sesuatu.
(ayat seperti tidak
lengkap)

32. Im usually the Saya selalu yang Saya selalu yang Saya selalu menjadi Saya selalu menjadi
last one to be terakhir untuk terakhir untuk orang terakhir orang terakhir untuk
choosen for a dipilih dipilih untuk dipilih dalam dipilih dalam
game permainan permainan.
33. Nobody pays Tiada sesiapa yang Tiada sesiapa yang Tiada sesiapa yang Tiada sesiapa yang
much attention memberi perhatian memberi perhatian memberi perhatian memberi perhatian
to me at home. terhadap saya di terhadap saya di terhadap saya di terhadap saya di
rumah rumah rumah rumah.

34. School work isnt Kerja sekolah tidak Kerja sekolah tidak Kerja sekolah tidak Kerja sekolah tidak
very interesting menarik menarik menarik menarik.

35. Im not shy Saya bukan pemalu Saya bukan pemalu Saya bukan seorang Saya bukan seorang
pemalu pemalu.

36. I am often afraid Saya selalu berasa Saya selalu berasa Saya selalu berasa Saya selalu berasa
takut takut takut takut.

37. I feel left out of Saya rasa terpinggir Saya rasa terpinggir Saya rasa terpinggir Saya rasa terpinggir
things at home di rumah di rumah di rumah di rumah.

38. My teachers like Guru-guru suka Guru-guru suka Guru-guru Guru-guru menyukai
me sama saya sama saya menyukai saya saya.

39. The other kids Kanak-kanak lain Kanak-kanak lain Kanak-kanak lain Kanak-kanak lain
usually want me mahu saya mahu saya mahu saya mahu saya
to take charge mengetuai mereka mengetuai mereka mengetuai mereka mengetuai mereka
untuk kerja-kerja di untuk kerja-kerja di untuk kerja-kerja di untuk kerja-kerja di
when we work on
sekolah sekolah sekolah sekolah.
a school

40. My friends let me Rakan-rakan akan-rakan Rakan rakan Rakan rakan

take the blame menyalahkan saya menyalahkan saya membiarkan saya membiarkan saya
for things they untuk kesalahan untuk kesalahan bertanggungjawab bertanggungjawab di
have done yang mereka yang mereka di atas kesalahan atas kesalahan yang
lakukan lakukan yang mereka mereka lakukan.
lakukan

41. My parents dont Ibu bapa saya tidak Ibu bapa saya tidak Ibu bapa saya tidak Ibu bapa saya tidak
scold unless i memarahi saya memarahi saya memarahi saya memarahi saya
deserve it kecuali jika saya kecuali jika saya kecuali jika saya kecuali jika saya
bersalah bersalah bersalah bersalah

42. I am slow when it Saya lambat Saya lambat Saya perlahan Saya perlahan
comes to doing melakukan kerja melakukan kerja apabila tiba masa apabila tiba masa
my school work sekolah sekolah untuk menyiapkan untuk menyiapkan
kerja sekolah kerja sekolah.

43. I usually say what Saya selalu Saya selalu Saya selalu Saya selalu
i think meluahkan perkara meluahkan perkara meluahkan perkara meluahkan perkara
yang saya fikirkan yang saya fikirkan yang saya fikirkan yang saya fikirkan.
44. Other kids think Kanak-kanak lain Kanak-kanak lain Kawan-kawan Kawan-kawan
I’m a cry baby berfikiran yang berfikiran yang saya merasakan saya merasakan saya
saya suka menangis suka menangis seorang yang manja seorang yang manja.

45. I don’t trust my Saya tidak percaya Saya tidak percaya Saya tidak Saya tidak
family keluarga saya keluarga saya mempercayai mempercayai
keluarga saya keluarga saya.

46. I find it hard to Saya sukar berkerja Saya sukar berkerja Saya berasa sukar Saya berasa sukar
work in di kelas yang di kelas yang untuk bekerja untuk bekerja dalam
classrooms that mempunyai mempunyai dalam kelas yang kelas yang
have a lot of rules berbagai peraturan berbagai peraturan mempunyai banyak mempunyai banyak
peraturan peraturan.

47. I think most Orang lain sangat Orang lain sangat Saya rasa ramai Saya rasa ramai
people are pretty menarik untuk menarik untuk orang berminat orang berminat
interesting to talk berbicara dengan berbicara dengan untuk berbicara untuk berbicara.
(ayat seperti tidak
to
lengkap)

48. I would rather Saya lebih suka Saya lebih suka Saya lebih rela Saya lebih rela
play with children bermain dengan bermain dengan bermain dengan bermain dengan
who are younger kanak-kanak yang kanak-kanak yang kanak-kanak yang kanak-kanak yang
lebih muda dari lebih muda dari saya berusia lebih muda berusia lebih muda
than i am
saya dari saya dari saya.

49. My family Keluarga saya tidak Keluarga saya tidak Keluarga saya tidak Keluarga saya tidak
doesn’t trust me percaya saya percaya saya percayakan saya percayakan saya.

50. I’m not doing as Saya tidak dapat Saya tidak dapat Saya tidak dapat Saya tidak dapat
well in school as melakukan yang melakukan yang melakukan yang melakukan yang
I’d like to do terbaik di sekolah terbaik di sekolah terbaik di sekolah terbaik di sekolah
seperti yang saya seperti yang saya seperti yang saya
seperti yang saya
mahukan mahukan mahukan
mahukan.

51. When i grow up, i Saya akan menjadi Saya akan menjadi Saya akan menjadi Saya akan menjadi
will be an orang penting orang penting orang penting orang penting
important person apabila dewasa apabila dewasa apabila dewasa apabila dewasa
kelak kelak kelak kelak.

52. I am a klutz Saya seorang yang Saya seorang yang Saya seorang yang Saya seorang yang
tidak teratur tidak teratur tidak teratur tidak teratur.

53. My family will Keluarga saya akan Keluarga saya akan Keluarga saya akan Keluarga saya akan
help me if i get membantu saya membantu saya membantu saya membantu saya
into trouble ketika masalah ketika masalah ketika masalah ketika masalah
menimpa menimpa menimpa menimpa.

54. My teachers Guru-guru Guru-guru Guru-guru Guru-guru

make me feel like membuatkan saya membuatkan saya membuatkan saya membuatkan saya
 I’m not good seperti tidak cukup seperti tidak cukup berasa tidak cukup berasa tidak cukup
enough bagus bagus bagus bagus.

55. I like being with Saya suka bersama Saya suka bersama Saya suka bersama Saya suka bersama
other kids kanak-kanak lain kanak-kanak lain kanak-kanak lain kanak- kanak lain.

56. I spend too much Saya menghabiskan Saya menghabiskan Saya banyak Saya banyak
time alone banyak masa banyak masa menghabiskan masa menghabiskan masa
seorang diri seorang diri seorang diri seorang diri.

57. I argue a lot with Saya selalu Saya selalu Saya selalu Saya selalu
my family berlawan dengan berlawan dengan membantah dengan membantah dengan
keluarga saya keluarga saya keluarga saya keluarga saya.

58. My behaviour at Perlakuan saya di Perlakuan saya di Saya mempunyai Saya mempunyai
school is okay sekolah okay sekolah okay perlakuan yang baik perlakuan yang baik
di sekolah di sekolah.

59. I’m not afraid of Saya tidak takut Saya tidak takut Saya tidak takut Saya tidak takut
as many things as perkara-perkara perkara-perkara perkara-perkara dengan perkara-
my friends are yang ditakuti rakan- yang ditakuti rakan- yang ditakuti rakan- perkara yang ditakuti
rakan saya rakan saya rakan-rakan saya.
rakan saya

60. I am Saya tidak selesa di Saya tidak selesa di Saya tidak selesa Saya tidak selesa
uncomfortable in kumpulan yang kumpulan yang berada dalam berada dalam
groups of people ramai orang ramai orang kumpulan yang kumpulan yang
mempunyai ramai mempunyai ramai
orang orang.

61. I don’t have Saya tidak Saya tidak Saya tidak Saya tidak
enough freedom mempunyai mempunyai mempunyai mempunyai
at home kebebasan di kebebasan di rumah kebebasan di rumah kebebasan di rumah.
rumah

62. Most of my Guru-guru saya adil Guru-guru saya adil Kebanyakan guru Kebanyakan guru
teachers are saya adalah adil saya berlaku adil.
pretty fair

63. I’m not very Saya tidak sunyi Saya tidak sunyi Saya bukan seorang Saya bukan seorang
lonely person yang suka yang suka
menyendiri menyendiri.

64. I wish I were Saya berharap saya Saya berharap saya Saya berharap saya Saya berharap saya
younger lebih muda lebih muda lebih muda lebih muda

65. I am an Saya seorang yang Saya seorang yang Saya seorang yang Saya seorang yang
important penting dalam penting dalam penting dalam penting dalam
member of my keluarga saya keluarga saya keluarga saya keluarga saya.
family

66. Sometimes I play Kadangkala saya Kadangkala saya Kadang kala saya Kadangkala saya
sick to get out of menipu sakit untuk menipu sakit untuk menipu sakit untuk berpura-pura sakit
untuk keluar dari
 school keluar dari sekolah keluar dari sekolah keluar dari sekolah sekolah.

67. I include other Saya memasukkan Saya memasukkan Saya melibatkan Saya melibatkan
people in my orang lain di dalam orang lain di dalam orang lain dalam orang lain dalam
plans pelan saya pelan saya perancangan saya perancangan saya.

68. Sometimes I Kadangkala saya Kadangkala saya Kadangkala saya Kadangkala saya
pretend to know berpura-pura berpura-pura berpura-pura berpura-pura
more than i really mengetahui lebih mengetahui lebih mengetahui lebih mengetahui lebih
do dari yang diketahui dari yang diketahui dari yang diketahui dari yang diketahui.

69. My parents Ibu bapa saya Ibu bapa saya Ibu bapa saya Ibu bapa saya
expect too much berharap terlalu berharap terlalu meletakkan meletakkan harapan
from me tinggi terhadap tinggi terhadap saya harapan tinggi ke tinggi ke atas saya.
saya atas saya

70. My teachers give Guru-guru Guru-guru memberi Guru-guru memberi Guru-guru memberi
me school work memberi kerja kerja sekolah yang kerja sekolah yang kerja sekolah yang
that i cannot do. sekolah yang saya saya tidak boleh saya tidak mampu saya tidak mampu
tidak boleh menyiapkan siapkan siapkan.
menyiapkan

71. I learn a lot from Saya banyak belajar Saya banyak belajar Saya banyak belajar Saya banyak belajar
other people. dari orang lain dari orang lain dari orang lain daripada orang lain

72. I get a lot of Saya selalu Saya selalu Saya sering Saya sering
headaches and mendapat sakit mendapat sakit mengalami sakit mengalami sakit
stomachaches kepala dan sakit kepala dan sakit kepala dan sakit kepala dan sakit
perut perut perut perut.

73. The people in my Keluarga saya Keluarga saya Ahli keluarga saya Ahli keluarga saya
family have quick senang marah senang marah jenis yang cepat jenis yang cepat
tempers. marah marah.

74. I like it when the Saya suka bila guru- Saya suka bila guru- Saya suka bila guru- Saya suka apabila
teacher calls on guru memanggil guru memanggil guru memanggil guru-guru
me saya saya saya memanggil saya.

75. I don’t have Saya tidak Saya tidak Saya tidak Saya tidak
trouble making mempunyai mempunyai mempunyai mempunyai masalah
up my mind masalah untuk masalah untuk masalah untuk untuk
about things memilih memilih berfikir/membuat berfikir/membuat
keputusan keputusan.

76. When things go Apabila ada Apabila ada Apabila ada Apabila ada masalah,
wrong, I masalah, saya masalah, saya selalu masalah, saya selalu saya selalu
sometimes try to selalu menyalahkan menyalahkan orang menyalahkan orang menyalahkan orang
blame the other orang lain lain lain lain.
guy

77. Things at home Perkara di rumah Perkara di rumah Perkara di rumah Perkara di rumah
selalu selalu selalu selalu
 upset me mengecewakan mengecewakan saya mengecewakan mengecewakan saya.
saya saya

78. It’s fun to learn Seronok belajar Seronok belajar Seronok belajar Seronok belajar
new things benda baharu benda baharu benda baru benda baharu.

79. I have friends I Saya mempunyai Saya mempunyai Saya mempunyai Saya mempunyai
can confide in rakan yang saya rakan yang saya rakan yang saya rakan yang saya
percaya percaya percaya boleh percaya.

80. It is hard for me Sukar untuk saya Sukar untuk saya Saya sukar Saya sukar bertutur
to talk in front of bertutur di bertutur di hadapan bercakap/bertutur apabila berada di
the class hadapan kelas kelas aapbila berada di hadapan kelas.
hadapan kelas

4.2 EXPERT EVALUATOR CONTENT VERIFICATION PROCESS

Indeks Harga Diri

 Skala Skala
Asal untuk
N Item Penilai Komen
o. S K K S 1 2 3 4
B B S S
1. Ibu bapa saya bergembira bersama
Skala Asal
saya
SB= my
Sentiasa benar
parents and i have fun together
KB= Kebiasaannya benar
2. Saya seorang yang pelajar yang
KS= rajin dan berdedikasi
Kebiasaannya salahdi sekolah Skala untuk Penilai

SS= Sentiasa salah

I am a hard and steady worker at
school
3. Saya sangat diminati oleh kanak-
kanak sebaya saya
I’m pretty popular with other kids
my age
4. Saya sangat popular dikalangan
kanak-kanak sebaya saya
1 = Item tidak sesuai dan perlu diganti
2 = Item sesuai tetapi penambahbaikan
diperlukan
3 = Item sesuai dan sedikit pemurniaan
diperlukan
4 = Item sesuai dan boleh diguna pakai
tanpa pengubahsuaian

Kids pick on me a lot

5. Kehidupan saya di rumah amat
menyenangkan

My home life is pretty pleasant

6. Saya sangat bagus menyiapkan
kerja sekolah
7. Saya seorang yang riang untuk
didekati
8. Saya mengalami mimpi ngeri
hampir setiap malam.
9. Kami mempunyai teman rapat dan
mesra
10 Saya sangat bagus menyiapkan
. kerja sekolah pada waktu yang
ditetapkan
11 Saya mudah berkawan
.

12 Saya sering malu dengan diri

. sendiri

13 Ibu bapa saya tidak mendengar

. saya

14 Saya sangat bangga dengan kerja

. sekolah saya

15 Saya seorang ketua dalam

. kebanyakan permainan bersama
kawan-kawan
4.2.1 RECONCILIATION PROCESS

No Item Expert Panel 1 Expert Panel 2 Expert Panel 3 Final & Result
.

1. Ibu bapa saya Ibu bapa gembira Penyataan kurang Ibu bapa dan saya
bergembira bersama saya. jelas, ibubapa saya gembira bersama.
bersama saya. gembira dengan diri
Atau saya ?.
_
Ibu bapa dan saya
gembira bersama.

2. Saya seorang yang Saya pelajar yang Buang perkataan Saya seorang pelajar
pelajar yang rajin rajin dan ‘yang’. yang rajin dan
dan berdedikasi di _ berdedikasi. berdedikasi di
sekolah. sekolah.

3. Saya agak terkenal Saya agak terkenal

dikalangan kanak- dikalangan kanak-
kanak seusia saya. _ _ _ kanak seusia saya.

4. Kanak-kanak lain Kanak-kanak lain

selalu membuli selalu membuli saya.
saya. _ _ _

5. Kehidupan di Kehidupan di rumah

rumah saya agak _ _ _ saya agak selesa.
selesa.

6. Saya sangat bagus Saya dapat Saya dapat

dalam menyiapkan menyelesaikan _ menyelesaikan
tugasan. _ tugasan dengan tugasan dengan baik.
baik.

7. Saya seorang yang Cari ayat yang Saya seorang yang Saya seorang yang
menyeronokan lebih sesuai. mesra dan mudah mesra dan mudah
untuk didekati. didekati. _ didekati

8. Saya selalu Saya selalu

mendapat mimpi mendapat mimpi
_ _ _ buruk hampir setiap
buruk hampir
malam.
setiap malam.

9. Kami mempunyai Tukar kami kepada Kami mempunyai

seorang teman
 baik. _ _ saya. seorang teman baik.

10. Saya sangat bagus Saya dapat Saya dapat

menyiapkan kerja menyiapkan kerja menyiapkan kerja
sekolah pada _ rumah mengikut _ rumah mengikut
waktu yang masa yang masa yang
ditetapkan. ditetapkan. ditetapkan.

11. Saya mudah Saya mudah Saya mudah

mendapat kenalan mendapat kawan mendapat kawan
baru. _ baru. _ baru.

12. Saya selalu malu Saya selalu berasa Saya selalu berasa
dengan diri malu dengan diri malu dengan diri
sendiri. sendiri. _ _ sendiri.

13. Ibu bapa saya Ibu bapa saya tidak Ibu bapa saya tidak Ibu bapa saya tidak
tidak mendengari memperdulikan mendengari apa mendengari apa
saya. _ saya. yang ingin saya yang ingin saya
kongsikan. kongsikan.

14. Saya berbangga Saya berbangga

dengan tugasan dengan tugasan
sekolah saya. _ _ _ sekolah saya.

15. Saya menjadi Saya menjadi Saya menjadi ketua

ketua dalam ketua dalam dalam kebanyakan
kebanyakan kebanyakan permainan yang
permainan yang permainan yang dimain bersama
_ _
dimain bersama dimain bersama kawan-kawan.
kawan-kawan kawan-kawan.
saya.

16. Kawan-kawan saya Kawan-kawan saya

tidak yakin dengan tidak yakin dengan
saya. _ _ _ saya.

17. Saya boleh Saya boleh Saya boleh

berbincang berbincang berbincang dengan
dengan ibu bapa dengan ibu bapa _ _ ibu bapa saya
saya mengenai saya mengenai mengenai masalah
masalah yang saya masalah yang saya yang saya hadapi.
hadapi tanpa hadapi.
sebarang masalah.

18. Saya banyak Saya memberi Saya memberi

menyusahkan banyak masalah banyak masalah
 guru-guru. kepada guru-guru _ _ kepada guru-guru di
di sekolah. sekolah.

19. Saya tidak Saya tidak Saya tidak

mempunyai mempunyai masalah mempunyai masalah
masalah untuk _ untuk bercakap _ untuk bercakap
berbicara dengan dengan orang lain. dengan orang lain.
orang lain.

20. Saya suka Saya suka

memperbesarkan memperbesarkan
masalah saya masalah saya untuk
untuk mendapatkan
_ _ _
mendapatkan perhatian orang lain.
perhatian orang
lain.

21. Ibu bapa saya Ibu bapa saya sangat Ibu bapa saya
memahami saya memahami saya memahami saya
seperti ibu bapa _ seperti yang _ seperti ibu bapa
yang lain. sepatutnya. yang lain.

22. Saya suka pergi ke Saya suka pergi ke

sekolah. sekolah.
_ _ _

23. Saya sama cantik Saya kelihatan Saya kelihatan cantik

seperti kanak- cantik seperti seperti kanak-kanak
kanak lain kanak-kanak lain. _ _ lain.

24. Saya berasa Saya berasa terasing

terasing dalam dalam kumpulan.
kumpulan. _ _ _

25. Ibu bapa saya Ibu bapa saya

berbangga dengan berbangga dengan
saya. _ _ _ saya.

26. Ibu bapa saya Ibu bapa saya Ibu bapa saya
kecewa dengan kecewa dengan kecewa dengan
keputusan sekolah _ keputusan _ keputusan
saya. peperiksaan saya. peperiksaan saya.

27. Rakan-rakan saya Rakan-rakan saya Rakan-rakan saya

fikir saya berpendapat berpendapat
mempunyai idea bahawa saya _ _ bahawa saya
yang bagus. mempunyai idea mempunyai idea
yang bagus yang bagus

28. Saya mengambil Saya mengambil

masa yang lama masa yang lama
 untuk untuk menyesuaikan
menyesuaikan diri diri dengan perkara
dengan perkara _ _ _ baharu.
baharu.

29. Keluarga saya Keluarga saya

berminat dengan berminat dengan
saya dan perkara _ _ _ saya dan perkara
yang saya lakukan. yang saya lakukan.

30. Saya hanya Saya hanya

menyiapkan kerja menyiapkan kerja
sekolah sekadar _ _ _ sekolah sekadar
yang saya boleh yang saya boleh
sahaja. sahaja.

31. Saya mudah Saya mudah

menyukai sesuatu. menyukai sesuatu.
_ _ _

32. Saya selalu Saya selalu menjadi

menjadi orang orang terakhir untuk
terakhir untuk _ _ _ dipilih dalam
dipilih dalam permainan.
permainan.

33. Tiada sesiapa yang Tiada sesiapa yang

memberi memberi perhatian
perhatian _ _ _ terhadap saya di
terhadap saya di rumah.
rumah.

34. Kerja sekolah tidak Kerja sekolah Kerja sekolah tidak

menarik. tidak begitu begitu menarik.
menarik. _ _

35. Saya bukan Saya bukan seorang

seorang pemalu. pemalu.
_ _ _

36. Saya selalu berasa Saya selalu berasa

takut. takut.
_ _ _

37. Saya rasa Saya rasa terpinggir

terpinggir di di rumah.
rumah. _ _ _

38. Guru-guru Guru-guru menyukai

menyukai saya. saya.
_ _ _
39. Kanak-kanak lain Kanak-kanak lain
mahu saya mahu saya
mengetuai mereka mengetuai mereka
untuk kerja-kerja di
untuk kerja-kerja _ _ _
sekolah.
di sekolah.

40. Rakan rakan Rakan rakan

membiarkan saya membiarkan saya
bertanggungjawab _ _ _ bertanggungjawab di
di atas kesalahan atas kesalahan yang
yang mereka mereka lakukan
lakukan.

41. Ibu bapa saya Ibu bapa saya tidak

tidak memarahi memarahi saya
saya kecuali jika _ _ _ kecuali jika saya
saya bersalah bersalah

42. Saya perlahan Saya lambat Saya agak lambat Saya lambat apabila
apabila tiba masa apabila tiba masa menyiapkan kerja tiba masa untuk
untuk menyiapkan _ sekolah. menyiapkan kerja
untuk menyiapkan
kerja sekolah. sekolah.
kerja sekolah.

43. Saya selalu Saya selalu

meluahkan meluahkan perkara
_ _ _
perkara yang saya yang saya fikirkan.
fikirkan.

44. Kawan-kawan Kawan-kawan

merasakan saya merasakan saya
_ _ _ seorang yang manja.
seorang yang
manja.

45. Saya tidak Saya tidak

mempercayai mempercayai
keluarga saya. _ _ _ keluarga saya.

46. Saya berasa sukar Saya berasa sukar

untuk bekerja untuk bekerja dalam
dalam kelas yang _ _ _ kelas yang
mempunyai mempunyai banyak
banyak peraturan. peraturan

47. Saya rasa ramai Saya rasa Saya rasa ramai Saya rasa
orang berminat kebanyakan orang orang yang seronok kebanyakan orang
cukup menarik _ untuk diajak cukup menarik untuk
untuk berbicara.
untuk berbicara. berbicara. berbicara.

48. Saya lebih rela Saya lebih rela

 bermain dengan _ _ _ bermain dengan
kanak-kanak yang kanak-kanak yang
berusia lebih berusia lebih muda
dari saya
muda dari saya.

49. Keluarga saya Keluarga saya Keluarga saya tidak

tidak percayakan tidak mempercayai saya
saya. mempercayai saya _ _

50. Saya tidak dapat Saya tidak dapat

melakukan yang melakukan yang
_ _ _ terbaik di sekolah
terbaik di sekolah
seperti yang saya
seperti yang saya
mahukan.
mahukan.

51. Saya akan menjadi Saya akan menjadi

orang penting orang penting
_ _ _ apabila dewasa
apabila dewasa
kelak.
kelak.

52. Saya seorang yang Saya seorang yang

tidak teratur. tidak teratur
_ _ _

53. Keluarga saya Keluarga saya akan

akan membantu membantu saya
_ _ _ ketika masalah
saya ketika
menimpa
masalah menimpa.

54. Guru-guru Guru-guru Guru-guru

membuatkan saya membuatkan saya membuatkan saya
berasa tidak cukup berasa tidak cukup _ _ berasa tidak cukup
bagus. baik. baik.

55. Saya suka bersama Saya suka bersama

kanak- kanak lain. kanak- kanak lain.
_ _ _

56. Saya banyak Saya banyak

menghabiskan menghabiskan masa
_ _ _ seorang diri.
masa seorang diri.

57. Saya selalu Saya selalu

membantah membantah dengan
_ _ _ keluarga saya.
dengan keluarga
saya.

58. Saya mempunyai Tingkah laku saya Tingkah laku saya di

 perlakuan yang di sekolah adalah _ _ sekolah adalah baik.
baik di sekolah. baik.

59. Saya tidak takut Saya tidak takut

dengan perkara- dengan perkara-
perkara yang _ _ _ perkara yang ditakuti
ditakuti rakan- rakan-rakan saya.
rakan saya.

60. Saya tidak selesa Saya tidak selesa

berada dalam berada dalam
_ _ _ kumpulan yang
kumpulan yang
mempunyai ramai
mempunyai ramai
orang.
orang.

61. Saya tidak Saya tidak

mempunyai mempunyai
kebebasan di _ _ _ kebebasan di rumah.
rumah.

62. Kebanyakan guru Kebanyakan guru

saya berlaku adil. saya berlaku adil.
_ _ _

63. Saya bukan Saya bukan seorang

seorang yang suka yang suka
menyendiri. _ _ _ menyendiri.

64. Saya berharap Saya berharap saya

saya lebih muda lebih muda.
_ _ _

65. Saya seorang yang Saya seorang yang

penting dalam penting dalam
keluarga saya. _ _ _ keluarga saya.

66. Kadangkala saya Kadangkala saya

berpura-pura sakit berpura-pura sakit
_ _ _ untuk keluar dari
untuk keluar dari
sekolah
sekolah

67. Saya melibatkan Saya melibatkan

orang lain dalam orang lain dalam
perancangan saya. _ _ _ perancangan saya.

68. Kadangkala saya Kadangkala saya Kadangkala saya

berpura-pura berpura-pura tahu berpura-pura tahu
 mengetahui lebih _ _ lebih daripada apa lebih daripada apa
dari yang yang saya ketahui. yang saya ketahui.
diketahui.

69. Ibu bapa saya Ibu bapa saya

meletakkan meletakkan harapan
harapan tinggi ke _ _ _ tinggi ke atas saya.
atas saya.

70. Guru-guru Guru-guru Guru-guru memberi

memberi kerja memberi kerja kerja sekolah yang
sekolah yang saya sekolah yang saya _ - saya tidak mampu
tidak mampu tidak mampu lakukan
siapkan. lakukan

71. Saya banyak Saya banyak belajar

belajar daripada daripada orang lain.
orang lain. _ _

72. Saya sering 2 item Saya sering

mengalami sakit mengalami sakit
kepala dan sakit _ _ - Saya sering kepala dan sakit
perut mengalami sakit perut
kepala.
- Saya sering
mengalami sakit
perut.

73. Ahli keluarga saya Ahli keluarga saya

jenis yang cepat jenis yang cepat
marah. _ _ _ marah.

74. Saya suka apabila Saya suka apabila

guru-guru guru-guru
memanggil saya. _ _ _ memanggil saya.

75. Saya tidak Saya tidak

mempunyai mempunyai masalah
masalah untuk _ _ _ untuk
berfikir/membuat berfikir/membuat
keputusan. keputusan.

76. Apabila ada Apabila ada Apabila ada masalah,

masalah, saya masalah, saya saya kadang-kadang
selalu kadang-kadang _ _ cuba menyalahkan
menyalahkan cuba menyalahkan orang lain.
orang lain. orang lain.
 77. Perkara di rumah Perkara di rumah
selalu selalu
mengecewakan _ _ _ mengecewakan saya.
saya.

78. Seronok belajar Seronok belajar

benda baharu. benda baharu.
_ _ _

79. Saya mempunyai Saya mempunyai

rakan yang saya rakan yang saya
boleh percaya. _ _ _ boleh percaya.

80. Saya sukar Saya sukar bertutur

bertutur apabila apabila berada di
berada di hadapan _ _ _ hadapan kelas.
kelas.

4.2.2 CONTENT VALIDIATION INDEX

Content validity is the degree to which an instrument has an appropriate sample of items for the
construct being measured and is an important procedure in scale development. Content validity
index (CVI) is the most widely used index in quantitative evaluation. There are 2 kinds of CVI: I-
CVI and S-CVI.

Expert Panel 1 Expert Panel 2 Expert Panel 3

296/320 92/320 305/320

Total CVI 693/960 x 100 =

72.2 % = 0.72

4.3 BACKWARD TRANSLATION PROCESS

No. Item Translation Item

1. Ibu bapa dan saya gembira bersama. My parents and I are happy together.
2. Saya seorang pelajar yang rajin dan I am a diligent and dedicated student in
berdedikasi di sekolah. school.

3. Saya agak terkenal dikalangan kanak-kanak I am quite well-known among other kids
seusia saya. my age.

4. Kanak-kanak lain selalu membuli saya. Other kids often bully me.

5. Kehidupan di rumah saya agak selesa. My life at home is somewhat comfortable.

6. Saya dapat menyelesaikan tugasan dengan I can complete tasks well.

baik.

7. Saya seorang yang mesra dan mudah didekati. I am friendly and approachable.

8. Saya selalu mendapat mimpi buruk hampir I always get nightmares almost every night.
setiap malam.

9. Kami mempunyai seorang teman baik. We have a close friend.

10. Saya dapat menyiapkan kerja rumah mengikut I can complete homework on time.
masa yang ditetapkan.

11. Saya mudah mendapat kawan baru. I can easily get new friends.

12. Saya selalu berasa malu dengan diri sendiri. I always feel ashamed of myself.

13. Ibu bapa saya tidak mendengari apa yang My parents did not listen to what I wanted
ingin saya kongsikan. to share.

14. Saya berbangga dengan tugasan sekolah saya. I am proud of my schoolwork.

15. Saya menjadi ketua dalam kebanyakan I become a leader in most games played
permainan yang dimain bersama kawan- with friends.
kawan.

16. Kawan-kawan saya tidak yakin dengan saya. My friends doubt me.

17. Saya boleh berbincang dengan ibu bapa saya I can discuss with my parents about the
mengenai masalah yang saya hadapi. problems that I have.

18. Saya memberi banyak masalah kepada guru- I give a lot of problems to the teachers at
guru di sekolah. school.

19. Saya tidak mempunyai masalah untuk I do not have a problem talking to other
bercakap dengan orang lain. people.

20. Saya suka memperbesarkan masalah saya I tend to exaggerate my problems to draw
untuk mendapatkan perhatian orang lain. attention of other parties.
21. Ibu bapa saya memahami saya seperti ibu My parents understand me like other
bapa yang lain. parents do.

22. Saya suka pergi ke sekolah. I like going to school.

23. Saya kelihatan cantik seperti kanak-kanak lain. I look pretty like any other kid.

24. Saya berasa terasing dalam kumpulan. I feel isolated in a group.

25. Ibu bapa saya berbangga dengan saya. My parents are proud of me.

26. Ibu bapa saya kecewa dengan keputusan My parents are disappointed in my
peperiksaan saya. examination’s result.

27. Rakan-rakan saya berpendapat bahawa saya My friends think that I have a great idea.
mempunyai idea yang bagus.

28. Saya mengambil masa yang lama untuk It takes time for me to adapt to new things.
menyesuaikan diri dengan perkara baharu.

29. Keluarga saya berminat dengan saya dan My family fond of me and things I do.
perkara yang saya lakukan.

30. Saya hanya menyiapkan kerja sekolah sekadar I could only complete my homework as
yang saya boleh sahaja. much as I could.

31. Saya mudah menyukai sesuatu. I like things easily.

32. Saya selalu menjadi orang terakhir untuk I always become the last person to be
dipilih dalam permainan. chosen in a game.

33. Tiada sesiapa yang memberi perhatian No one really pays attention to me at
terhadap saya di rumah. home.

34. Kerja sekolah tidak begitu menarik. Homework is tedious.

35. Saya bukan seorang pemalu. I am not a shy person.

36. Saya selalu berasa takut. I always feel scared.

37. Saya rasa terpinggir di rumah. I feel left out at home.

38. Guru-guru menyukai saya. Teachers like me.

39. Kanak-kanak lain mahu saya mengetuai Other kids want me to lead them for
mereka untuk kerja-kerja di sekolah. schoolwork.

40. Rakan rakan membiarkan saya My friends let me be responsible for

bertanggungjawab di atas kesalahan yang wrongdoings they have done.
 mereka lakukan.

41. Ibu bapa saya tidak memarahi saya kecuali jika My parents did not scold me unless I was
saya bersalah. wrong.

42. Saya lambat apabila tiba masa untuk I am slow when it comes to complete
menyiapkan kerja sekolah. schoolwork.

43. Saya selalu meluahkan perkara yang saya I usually express my thoughts.
fikirkan.

44. Kawan-kawan merasakan saya seorang yang My friends think of me as a spoiled person.
manja.

45. Saya tidak mempercayai keluarga saya. I do not trust my family.

46. Saya berasa sukar untuk bekerja dalam kelas I find it hard to work in a class that has
yang mempunyai banyak peraturan. rules.

47. Saya rasa kebanyakan orang cukup menarik I think most people are interesting to talk
untuk berbicara. with.

48. Saya lebih rela bermain dengan kanak-kanak I would rather play with kids who are
yang berusia lebih muda dari saya. younger than me.

49. Keluarga saya tidak mempercayai saya. My family does not trust me.

50. Saya tidak dapat melakukan yang terbaik di I could not do my best at school the way I
sekolah seperti yang saya mahukan. wanted.

51. Saya akan menjadi orang penting apabila I will be an important person as I grow up.
dewasa kelak.

52. Saya seorang yang tidak teratur. I am a sloppy person.

53. Keluarga saya akan membantu saya ketika My family would help me when I am in
masalah menimpa. trouble.

54. Guru-guru membuatkan saya berasa tidak Teachers make me feel as if I am not good
cukup baik. enough.

55. Saya suka bersama kanak- kanak lain. I like being with other kids.

56. Saya banyak menghabiskan masa seorang diri. I often spend time alone.

57. Saya selalu membantah dengan keluarga saya. I always argue with my family.

58. Tingkah laku saya di sekolah adalah baik. My behavior at school is positive.

59. Saya tidak takut dengan perkara-perkara yang I am fearless towards things that my
 ditakuti rakan-rakan saya. friends are afraid of.

60. Saya tidak selesa berada dalam kumpulan I feel uncomfortable being a group that has
yang mempunyai ramai orang. a lot of people.

61. Saya tidak mempunyai kebebasan di rumah. I do not have much freedom at home.

62. Kebanyakan guru saya berlaku adil. Most of my teachers are fair.

63. Saya bukan seorang yang suka menyendiri. I am not a loner.

64. Saya berharap saya lebih muda. I wish I were younger.

65. Saya seorang yang penting dalam keluarga I am important in my family.

saya.

66. Kadangkala saya berpura-pura sakit untuk Sometimes I play sick to leave school.
keluar dari sekolah.

67. Saya melibatkan orang lain dalam I get other people involved in my plan.
perancangan saya.

68. Kadangkala saya berpura-pura tahu lebih Sometimes I pretend to know more than I
daripada apa yang saya ketahui. know.

69. Ibu bapa saya meletakkan harapan tinggi ke My parents have high expectation on me.
atas saya.

70. Guru-guru memberi kerja sekolah yang saya Teachers give homework that I am
tidak mampu lakukan. incapable of doing.

71. Saya banyak belajar daripada orang lain. I learn a lot from others.

72. Saya sering mengalami sakit kepala dan sakit I usually experience headache and
perut. stomache.

73. Ahli keluarga saya jenis yang cepat marah. My family are bad tempered.

74. Saya suka apabila guru-guru memanggil saya. I like when teachers call me.

75. Saya tidak mempunyai masalah untuk I do not have a problem to make decision.
berfikir/membuat keputusan.

76. Apabila ada masalah, saya kadang-kadang When there is a problem, sometimes I try
cuba menyalahkan orang lain. to blame others.

77. Perkara di rumah selalu mengecewakan saya. Things at home always disappoint me.

78. Seronok belajar benda baharu. It is fun to learn new things.

 79. Saya mempunyai rakan yang saya boleh I have friends that I can trust.
percaya.

80. Saya sukar bertutur apabila berada di hadapan I find it hard to speak in front of the class.
kelas.

4.3.1 RECONCILATION PROCESS

No Item in Versi Backward Backward Backward Final

. Bahasa Translator 1 Translator 2 Translator 3 Reconciliation
Result

1. Ibu bapa dan saya My parents and I are My parents and i are My parents and I are My parents and I are
gembira bersama. happy together. happy together. happy together. happy together

2. Saya seorang I am a hardworking I am a hardworking I am a diligent and I am a hardworking

pelajar yang rajin and dedicated and dedicated student dedicated student in and dedicated student
dan berdedikasi di student in school. at the school. school. at the school.
sekolah.

3. Saya agak terkenal I was quite well I am quite popular I am quite well-known I am quite popular
dikalangan kanak- known among the among kids my age. among other kids my among kids my age.
kanak seusia saya. kids my age. age.

4. Kanak-kanak lain Other kids always Other kids always Other kids often bully Other kids often bully
selalu membuli bully me. bullying me. me. me.
saya.

5. Kehidupan di Life at home is quite My home life is quite My life at home is My home life is quite
rumah saya agak comfortable. comfortable. somewhat comfortable.
selesa. comfortable.
6. Saya dapat I managed to finished I can finish the job I can complete tasks I managed to finished
menyelesaikan the job well. well. well. the job well.
tugasan dengan
baik.

7. Saya seorang yang I am friendly and I am friendly and I am friendly and I am friendly and
mesra dan mudah approachable. approachable. approachable. approachable.
didekati.

8. Saya selalu I have nightmares I always have I always get I always get
mendapat mimpi almost every night. nightmares almost nightmares almost nightmares almost
buruk hampir every night. every night. every night.
setiap malam.

9. Kami mempunyai We have a good We have a best friend. We have a close We have a good friend.
seorang teman friend. friend.
baik.

10. Saya dapat I managed to I can finish my I can complete I can finish my
menyiapkan kerja complete homework homework on time. homework on time. homework on time.
rumah mengikut on time.
masa yang
ditetapkan.

11. Saya mudah I can easily make new I can easily make new I can easily get new I can easily get new
mendapat kawan friends. friends. friends. friends.
baru.

12. Saya selalu berasa I have always been I always feel ashamed I always feel ashamed I always feel ashamed
malu dengan diri ashamed of myself. of myself. of myself. of myself.
sendiri.

13. Ibu bapa saya tidak My parents did not My parents didn't My parents did not My parents did not
mendengari apa hear what I wanted hear what I was about listen to what I listen to what I wanted
yang ingin saya to share. to share. wanted to share. to share.
kongsikan.

14. Saya berbangga I am proud of my I am proud of my I am proud of my I am proud of my

dengan tugasan schoolwork. schoolwork. schoolwork. schoolwork.
sekolah saya.
15. Saya menjadi ketua I am the leader in I was the leader in I become a leader in I become a leader in
dalam kebanyakan most games played most games played most games played most games played
permainan yang with friends. with friends. with friends. with friends.
dimain bersama
kawan-kawan.

16. Kawan-kawan saya My friends are not My friends are not My friends doubt me. My friends are not
tidak yakin dengan confident with me. confident with me. confident with me.
saya.

17. Saya boleh I can talk to my I can talk to my I can discuss with my I can discuss with my
berbincang dengan parents about the parents about the parents about the parents about the
ibu bapa saya problems I am problem i'm facing. problems that I have. problems that I have.
mengenai masalah having.
yang saya hadapi.

18. Saya memberi I give a lot of I give a lot of I give a lot of I give a lot of problems
banyak masalah problems to the problems to the problems to the to the teachers at
kepada guru-guru teachers in school. teachers in the school. teachers at school. school.
di sekolah.

19. Saya tidak I have no problem I have no problem to I do not have a I have no problem
mempunyai talking with others. talk to other people. problem talking to talking with others.
masalah untuk other people.
bercakap dengan
orang lain.

20. Saya suka I like to exaggerate I like to exaggerate my I tend to exaggerate I like to exaggerate my
memperbesarkan my problems to get problems to get other my problems to draw problems to get other
masalah saya untuk other people’s people's attention. attention of other people’s attention.
mendapatkan attention. parties.
perhatian orang
lain.

21. Ibu bapa saya My parents My parents My parents My parents

memahami saya understand me like understood me like understand me like understand me like
seperti ibu bapa any other parents. any other parent. other parents do. other parents do.
yang lain.

22. Saya suka pergi ke I like going to school. i love going to school. I like going to school. I like going to school.
sekolah.

23. Saya kelihatan I look pretty like any I look pretty just like I look pretty like any I look pretty like any
cantik seperti other kid. any other kid. other kid. other kid.
kanak-kanak lain.
24. Saya berasa I feel out of place in I feel isolated in the I feel isolated in a I feel isolated in the
terasing dalam group. group. group. group.
kumpulan.

25. Ibu bapa saya My parents are proud My parents are proud My parents are proud My parents are proud
berbangga dengan of me. of me. of me. of me.
saya.

26. Ibu bapa saya My parents are My parents were My parents are My parents are
kecewa dengan disappointed with frustrated with my disappointed in my disappointed with my
keputusan my exam results. exam results. examination’s result. exam results.
peperiksaan saya.

27. Rakan-rakan saya My friends think I My friends thought My friends think that My friends think that I
berpendapat have a great idea. that I had a great idea. I have a great idea. have a great idea.
bahawa saya
mempunyai idea
yang bagus.

28. Saya mengambil It took me a long It took me a long time It takes time for me It takes time for me to
masa yang lama time to adjust to the to adjust to something to adapt to new adapt to new things.
untuk new things. new. things.
menyesuaikan diri
dengan perkara
baharu.

29. Keluarga saya My family interested My family is My family fond of me My family is interested
berminat dengan with me and the interested in me and and things I do. in me and the things I
saya dan perkara things I do. the things I do. do.
yang saya lakukan.

30. Saya hanya I just finished school I just finished school I could only complete I just finished school
menyiapkan kerja work as much as I work as much as I my homework as work as much as I
sekolah sekadar could. could. much as I could. could.
yang saya boleh
sahaja.

31. Saya mudah I like things easily. I easily like something. I like things easily. I like things easily.
menyukai sesuatu.

32. Saya selalu menjadi I have always been I have always been I always become the I have always been the
orang terakhir the last person to be the last person to be last person to be last person to be
untuk dipilih dalam chosen in a game. selected in the game. chosen in a game. chosen in a game.
permainan.
33. Tiada sesiapa yang No one gives No one is paying No one really pays No one is paying
memberi perhatian attention to me at attention to me at attention to me at attention to me at
terhadap saya di home. home. home. home.
rumah.

34. Kerja sekolah tidak Homework is not Schoolwork is not very Homework is tedious. Schoolwork is not very
begitu menarik. very fascinating. exciting. exciting.

35. Saya bukan I am not a shy I am not a shy person. I am not a shy person. I am not a shy person.
seorang pemalu. person.

36. Saya selalu berasa I have always been I have always been I always feel scared. I always feel scared.
takut. afraid. scared.

37. Saya rasa terpinggir I feel left out at I feel left out at home. I feel left out at home. I feel left out at home.
di rumah. home.

38. Guru-guru The teachers like me. The teachers like me. Teachers like me. The teachers like me.
menyukai saya.

39. Kanak-kanak lain Other kids want me Other kids want me to Other kids want me to Other kids want me to
mahu saya to lead them for work lead them for school lead them for lead them for
mengetuai mereka in school. work. schoolwork. schoolwork.
untuk kerja-kerja di
sekolah.

40. Rakan rakan My friends let me My friends let me take My friends let me be My friends let me take
membiarkan saya take responsibility for the responsibility for responsible for responsibility for their
bertanggungjawab their mistakes. their mistakes. wrongdoings they mistakes.
di atas kesalahan have done.
yang mereka
lakukan.

41. Ibu bapa saya tidak My parents did not My parents didnt My parents did not My parents did not
memarahi saya scold me unless if I scold me unless I was scold me unless I was scold me unless I was
kecuali jika saya was wrong. wrong. wrong. wrong.
bersalah.
42. Saya lambat I am late when it I was late when it was I am slow when it I am slow when it
apabila tiba masa comes to finishing time to finish school comes to complete comes to complete
untuk menyiapkan school work. work. schoolwork. schoolwork.
kerja sekolah.

43. Saya selalu I always say what I I always say what I I usually express my I usually express my
meluahkan perkara think. think. thoughts. thoughts.
yang saya fikirkan.

44. Kawan-kawan My friends think I am My friends think I am My friends think of My friends think I am a
merasakan saya a spoiled child. a spoiled child. me as a spoiled spoiled child.
seorang yang person.
manja.

45. Saya tidak I do not trust my I don't trust my family. I do not trust my I don't trust my family.
mempercayai family. family.
keluarga saya.

46. Saya berasa sukar I find it hard to work I find it hard to work I find it hard to work I find it hard to work in
untuk bekerja in a classroom that in a classroom that in a class that has a classroom that has a
dalam kelas yang has a lot of rules. has a lot of rules. rules. lot of rules.
mempunyai banyak
peraturan.

47. Saya rasa I think most people I think most people I think most people I think most people are
kebanyakan orang are quite interesting are quite interesting are interesting to talk interesting to talk with.
cukup menarik to talk to. to talk. with.
untuk berbicara.

48. Saya lebih rela I prefer to play with I would rather play I would rather play I would rather play
bermain dengan kids younger than with kids younger with kids who are with kids who are
kanak-kanak yang me. than me. younger than me. younger than me.
berusia lebih muda
dari saya.

49. Keluarga saya tidak My family do not My family doesn't My family does not My family does not
mempercayai saya. trust me. trust me. trust me. trust me.

50. Saya tidak dapat I am not able to do I can't do my best in I could not do my best I can't do my best in
melakukan yang my best in school the school the way I want. at school the way I school the way I want.
terbaik di sekolah way I wanted to. wanted.
seperti yang saya
mahukan.
51. Saya akan menjadi I will be an important I'l be an important I will be an important I will be an important
orang penting person when I grow person as I grow up. person as I grow up. person as I grow up.
apabila dewasa up.
kelak.

52. Saya seorang yang I am not a tidy I am an irregular I am a sloppy person. I am not a tidy person.
tidak teratur. person. person.

53. Keluarga saya akan My family will help My family will help me My family would help My family would help
membantu saya me when things go when problems me when I am in me when I am in
ketika masalah wrong. happen. trouble. trouble.
menimpa.

54. Guru-guru The teachers made The teachers made Teachers make me Teachers make me feel
membuatkan saya me feel like I am not me feel bad enough. feel as if I am not as if I am not good
berasa tidak cukup good enough. good enough. enough.
baik.

55. Saya suka bersama I like being with other I am happy with other I like being with other I like being with other
kanak- kanak lain. kids. kids. kids. kids.

56. Saya banyak I spend most time I spend a lot of time I often spend time I spend a lot of time
menghabiskan alone. alone. alone. alone.
masa seorang diri.

57. Saya selalu I always argue with I always argue with I always argue with I always argue with my
membantah my family. my family. my family. family.
dengan keluarga
saya.

58. Tingkah laku saya My behavior at My behavior at school My behavior at school My behavior at school
di sekolah adalah school is decent. is good. is positive. is good.
baik.

59. Saya tidak takut I am not afraid of the I am not afraid of the I am fearless towards I am not afraid of the
dengan perkara- things my friends are things my friends are things that my friends things my friends are
perkara yang afraid of. afraid of. are afraid of. afraid of.
ditakuti rakan-
rakan saya.
60. Saya tidak selesa I am not comfortable I am not comfortable I feel uncomfortable I am not comfortable
berada dalam being in a group with being in a group with being a group that has being in a group with
kumpulan yang so many people. so many people. a lot of people. so many people.
mempunyai ramai
orang.

61. Saya tidak I have no freedom at I don't have freedom I do not have much I have no freedom at
mempunyai home. at home. freedom at home. home.
kebebasan di
rumah.

62. Kebanyakan guru Most of my teachers Most of my teachers Most of my teachers Most of my teachers
saya berlaku adil. are fair. are fair. are fair. are fair.

63. Saya bukan I do not like to be by I do not like being I am not a loner. I do not like being
seorang yang suka myself. alone. alone.
menyendiri.

64. Saya berharap saya I wish I was younger. I wish I were younger. I wish I were younger. I wish I were younger.
lebih muda.

65. Saya seorang yang I am an important I am an important I am important in my I am an important

penting dalam person in my family. person in my family. family. person in my family.
keluarga saya.

66. Kadangkala saya Sometimes I pretend Sometimes, I pretend Sometimes I play sick Sometimes I pretend
berpura-pura sakit to be sick to get out to be sick to get out if to leave school. to be sick to get out of
untuk keluar dari of school. school. school.
sekolah.

67. Saya melibatkan I involve others in my I involve others in my I get other people I involve others in my
orang lain dalam plans. plans. involved in my plan. plans.
perancangan saya.

68. Kadangkala saya Sometimes i pretend Sometimes I pretend Sometimes I pretend Sometimes I pretend
berpura-pura tahu to know more than to know more than I to know more than I to know more than I
lebih daripada apa what I know. know. know. know.
yang saya ketahui.
69. Ibu bapa saya My parents put high My parents put high My parents have high My parents put high
meletakkan hopes on me. hopes on me. expectation on me. hopes on me.
harapan tinggi ke
atas saya.

70. Guru-guru Teachers gave me The teachers gave me Teachers give Teachers gave me
memberi kerja homework that I was school work that I homework that I am homework that I was
sekolah yang saya not able to do. couldn't do. incapable of doing. not able to do.
tidak mampu
lakukan.

71. Saya banyak I learnt a lot from I learned a lot from I learn a lot from I learn a lot from
belajar daripada other people. other people. others. others.
orang lain.

72. Saya sering I always have I often experience I usually experience I usually experience
mengalami sakit frequent headaches headaches and headache and headache and
kepala dan sakit and stomach aches. stomachache. stomache. stomache.
perut.

73. Ahli keluarga saya My family has bad My family members My family are bad My family are bad
jenis yang cepat temper. are kind of easy to get tempered. tempered.
marah. angry.

74. Saya suka apabila I like it when teachers I like it when teachers I like when teachers I like when teachers
guru-guru call me. call me. call me. call me.
memanggil saya.

75. Saya tidak I have no problem to I have no problem to I do not have a I have no problem to
mempunyai think/make decision. think and make problem to make think and make
masalah untuk decision. decision. decision.
berfikir/membuat
keputusan.

76. Apabila ada When things go When things go wrong When there is a When there is a
masalah, saya wrong, I sometimes I sometimes blame problem, sometimes I problem, sometimes I
kadang-kadang put the blame on others. try to blame others. try to blame others
cuba menyalahkan others.
orang lain.

77. Perkara di rumah Things at home Things at home always Things at home Things at home always
selalu always disappoint disappoint me. always disappoint me. disappoint me.
mengecewakan me.
saya.
78. Seronok belajar It is always fun to It is fun to learn new It is fun to learn new It is fun to learn new
benda baharu. learn new things. things. things. things.

79. Saya mempunyai I have friends that I I hava a friend that I I have friends that I I have friends that I can
rakan yang saya can trust. can trust. can trust. trust.
boleh percaya.

80. Saya sukar bertutur I have a hard time to I have a hard time I find it hard to speak I find it hard to speak
apabila berada di speak in front of the speaking in front of in front of the class. in front of the class.
hadapan kelas. class. the class.

4.3.2 COMPARISON ORIGINAL ENGLISH INSTRUMENT AND THE

BACKWARD TRANSLATED INSTRUMENT

BIL.
Original English Instrument The Backword Translation Instrument

1.
My parents and I have fun together My parents and I are happy together

2.
I am a hard and steady worker at school I am a hardworking and dedicated student at
the school
3.
I’m pretty popular with other kids my age I am quite popular among kids my age

4.
Kids pick on me a lot Other kids often bully me

5.
My home life is pretty pleasant My home life is quite comfortable

6.
I am good at school work I managed to finished the job well

7.
I’m a lot of fun to be around I am friendly and approachable

8.
I have nightmares almost every night I always get nightmares almost every night

9.
We have a very close friend We have a good friend
10.
I am pretty good about doing my homework on I can finish my homework on time
time
11.
It’s easy for me to make friends I can easily get new friends

12.
I often feel ashamed of myself I always feel ashamed of myself

13.
My parents don’t listen to me My parents did not listen to what I wanted to
share

14. I’m proud of my school work I am proud of my school work

15.
I am a leader in most of the games that my I become a leader in most games played with
friends play friends

16.
My friends dont have much confidence in me My friends are not confident with me

17.
I can go to my parents with my problems I can discuss with my parents about the
problems that I have

18. I give a lot of problems to the teachers at

I give the teachers a lot of trouble at school school

19.
I dont have trouble talking to other people I have no problem talking with others

20.
I exaggerate my troubles in order to get I like to exaggerate my problems to get other
attention from other people people’s attention

21.
My parents understand me as well as most My parents understand me like other parents
kids' parents do do
22.
I like going to school I like going to school

23.
I'm as nice looking as most other kids I look pretty like any other kid

24.
I never feel like i'm part of the group I feel isolated in the group

25.
My parents are proud of me My parents are proud of me
26.
My parents are disappointed in my school My parents are disappointed with my exam
grades results

27.
My friends think i have pretty good ideas My friends think that I have a great idea.

28.
It takes me a long time to get used to new It takes time for me to adapt to new things
things

29.
My family is interested in me and the things My family is interested in me and the things I
that i do do

30.
I do as little work at school as i can get by with I just finished school work as much as I could

31.
I think im pretty easy to like I like things easily

32.
Im usually the last one to be choosen for a I have always been the last person to be chosen
game in a game

33.
Nobody pays much attention to me at home No one is paying attention to me at home

34.
School work isnt very interesting Schoolwork is not very exciting

35.
Im not shy I am not a shy person.

36.
I am often afraid I always feel scared

37.
I feel left out of things at home I feel left out at home

38.
My teachers like me The teachers like me

39.
The other kids usually want me to take charge Other kids want me to lead them for
when we work on a school schoolwork

40.
My friends let me take the blame for things My friends let me take responsibility for their
they have done mistakes

41.
My parents dont scold unless i deserve it My parents did not scold me unless I was
wrong
42.
I am slow when it comes to doing my school I am slow when it comes to complete
work schoolwork

43.
I usually say what i think I usually express my thoughts

44.
Other kids think I’m a cry baby My friends think I am a spoiled child

45.
I don’t trust my family I don't trust my family

46.
I find it hard to work in classrooms that have a I find it hard to work in a classroom that has a
lot of rules lot of rules

47. I
I think most people are pretty interesting to think most people are interesting to talk with
talk to
48.
I would rather play with children who are I would rather play with kids who are younger
younger than i am than me

49.
My family doesn’t trust me My family does not trust me

50.
I’m not doing as well in school as I’d like to do I can't do my best in school the way I want

51.
When i grow up, i will be an important person I will be an important person as I grow up

52.
I am a klutz I am not a tidy person
53.
My family will help me if i get into trouble My family would help me when I am in trouble

54.
My teachers make me feel like I’m not good Teachers make me feel as if I am not good
enough enough
55.
I like being with other kids I like being with other kids

56.
I spend too much time alone I spend a lot of time alone

57.
I argue a lot with my family I always argue with my family

58.
My behaviour at school is okay My behavior at school is good

59.
I’m not afraid of as many things as my friends I am not afraid of the things my friends are
are afraid of
60. I am uncomfortable in groups of people
I am not comfortable being in a group with so
many people
61.
I don’t have enough freedom at home I have no freedom at home

62.
Most of my teachers are pretty fair Most of my teachers are fair

63.
I’m not very lonely person I do not like being alone

64.
I wish I were younger I wish I were younger

65.
I am an important member of my family I am an important person in my family

66. Sometimes I pretend to be sick to get out of

Sometimes I play sick to get out of school school

67.
I include other people in my plans I involve others in my plans

68. Sometimes I pretend to know more than i really

do Sometimes I pretend to know more than I know

69.
My parents expect too much from me My parents put high hopes on me

70. My teachers give me school work that i cannot Teachers gave me homework that I was not
do able to do

71.
I learn a lot from other people I learn a lot from others

72.
I get a lot of headaches and stomachaches I usually experience headache and stomache

73.
The people in my family have quick tempers My family are bad tempered

74.
I like it when the teacher calls on me I like when teachers call me

75. I don’t have trouble making up my mind about

things I have no problem to think and make decision

76. When things go wrong, I sometimes try to When there is a problem, sometimes I try to
blame the other guy blame others

77.
Things at home upset me Things at home always disappoint me
78.
It’s fun to learn new things It is fun to learn new things
 79.
I have friends I can confide in I have friends that I can trust
80.
It is hard for me to talk in front of the class I find it hard to speak in front of the class

5.0 PILOT TEST

After completing the 3rd phase, we continued our next task by conducting a pilot test.  A pilot test is
referred to a small-scale of a complete survey or a pretest for a particular research instrument such
as a questionnaire or interview guide. The Self-esteem Index designed to assess self-esteem in
school age children and adolescents. The total number of respondents was 30 people consisting of
male and female from age 15 to 18 has agreed to respond to this Self-Esteem Index (SEI)
questionnaire. All the respondents were students from various secondary school. This test supposed
to be done using paper but due to Covid-19 pandemic, our group decide to do this test using online
application google form to collect the data. Google Forms provide a fast way to create an online
survey, with responses collected in an online spreadsheet. Respondents were provided with
information and instructions before answering the survey and how to use scale of the survey.
Respondents were given 30 minutes to answers. Once all respondents had answered the instrument,
all the data they had collected was stored in a spreadsheet. Next, the data collected in the
spreadsheet will be moved to the Statistical Package for the Social Sciences (SPSS) Software to
analyze the respondents' statistics data. SPSS is used to summarize the data obtained from the
survey. The frequency distributions used to determine individual different in age and gender to
access their level of perception against their personal traits and characteristics that determine their
self-esteem. Data analysis used were in quantitative methods: descriptive statistics and inferential
statistics.

6.0 RESULT

6.1 Total Reliability of SEI

Reliability Statistics
 Cronbach's Alpha Based on
Cronbach's Alpha Standardized Items N of Items

.446 .454 84

Reliability Statistics showed that overall value of Cronbach’s α for Items N=80 are .446 and the
value for Cronbach α is based on standardized items are .454 which indicates a very low and
unacceptable of internal consistency for our scale. This proves that SEI have unacceptable value and
it is not well-established instrument. The reliability results obtained from the Cronbach alpha values
indicate very low and unacceptable for the item value in the Self Esteem Index (SEI) instrument. . It
may be due to factors that affecting the reliability of the test itself, among them is variation within
the test situation. What is meant is the appropriateness of the language contained in the instrument,
for example, the language that provided in some of the items contained in this instrument is too high
and difficult for the respondents to understand. In addition, the way the test is administered is also a
factor that causes the instrument reliability to be low. For example, this test should be given face-to-
face and also be pre-informed by the person administering the instrument. But because of this
pandemic season it has to be done online.

Therefore, improvements need to be made. There are several steps you can take to increase the
reliability of an item. One of them is to convert the language of the instrument item into a language
more appropriate to the respondent's age. This is because if the language is too high , 15-year-old
respondents may find it difficult to understand the item compared to 18-year-olds who probably
understand better. The respondents were between the ages of 15-18. Next, we need to diversify our
way of administering the instrument, for example by holding a meeting online or even recording a
voice through the WhatsApps app to make it easier for respondents to understand how to respond to
the item.
Inter Item Correlation Matrix
 Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 Q10 Q11 Q12 Q13 Q14 Q15 Q16 Q17 Q18 Q19 Q20

Q1 1.000 .057 -.190 -.130 .218 .000 -.296 .176 .047 .296 -.366 .312 -.373 .156 -.353 -.086 .364 .260 .000 .130

Q2 1.00 -.31 -.16

.057 -.055 .075 .062 .682 -.254 .076 .093 .689 -.198 -.045 .202 .669 -.061 -.049 -.149 -.485
0 2 2

Q3 1.00 -.02
-.190 -.055 -.069 -.108 .014 .092 -.070 .307 -.092 .379 -.092 -.036 .044 .290 -.063 .067 .005 -.218
0 7

Q4 -.01 -.18
-.130 .075 -.069 1.000 .227 .042 -.313 -.103 -.139 -.016 -.265 .239 .043 -.076 -.096 .129 .492 .237
4 4

Q5 .218 .062 -.108 .227 1.000 .040 -.175 .038 -.010 .175 -.222 .290 .190 .085 .062 -.226 .349 -.199 .154 -.057

Q6 -.24
.000 .682 .014 .042 .040 1.000 -.186 -.109 -.073 .708 -.075 -.132 .293 .428 .068 .067 -.227 .065 -.406
0
Q21 Q22 Q23 Q24 Q25 Q26 Q27 Q28 Q29 Q30 Q31 Q32 Q33 Q34 Q35 Q36 Q37 Q38 Q39 Q40
Q7 -.00
-.296 -.254 .092 -.313 -.175 -.186 1.000 .100 .254 -.198 .644 -.208 -.331 -.197 .473 -.263 .016 .493 .016
.549 .072 -.127 .045 .050 .071 -.047 -.075 .120 .139 -.226 .233 -.264 -.190 .098 -.271 -.087 9
.250 -.509 .254

Q8 -.157.176
.103.076
-.218-.070
-.013 -.103
-.500 .038
-.303 -.109
-.493 .100
-.108 1.000
-.103 -.049
-.638 .234
.086 .107
-.067 .474
.076 -.121 .154
-.382 -.160 .205
-.232 .046
.175 .010
.000 .069
-.359 .233
.015 -.017

Q9 .032 -.153 .167 .147 .146 .250 .385 -.123 .316 -.138 -.106 -.183 -.081 -.419 .276 -.013 -.093 -.314 .118 -.18
-.292
.047 .093 .307 -.139 -.010 -.073 .254 -.049 1.000 .041 .066 -.080 -.079 .109 .069 -.294 .112 .133 -.139
1
-.208 .383 -.136 .118 .085 -.165 -.133 -.240 -.141 .063 -.226 .079 -.241 -.055 .081 .196 -.193 .342 -.071 .502
Q10 1.00 -.08
.229.296
-.047.689
-.180-.092
.149 -.016
.120 .175
-.015 .708
-.091 -.198
-.477 .234 .041
.271 -.167 -.016 -.077
.010 .109
-.423 .173
-.141 .542
.308 -.027
.025 -.066
-.362 .145 -.099
-.200 .134
.188 -.264
0 3
-.243 .092 -.166 -.042 -.517 -.126 -.376 -.055 .099 -.731 .142 .094 -.012 -.154 -.087 -.138 -.004 .046 -.292 -.121
Q11 -.08
-.366 -.198 .379 -.265 -.222 -.075 .644 .107 .066 -.077 1.000 -.222 -.363 -.095 .473 -.088 -.026 .446 -.106
-.082 -.327 .393 .029 .108 -.152 .277 .210 .188 -.018 .458 -.018 .234 .150 .253 .250 -.033 9
-.148 .305 -.392

Q12 -.013.312
.057-.045
-.033-.092
.000 .239
-.013 .290
-.261 -.132
-.135 -.208
.279 .474
-.223 -.080
.294 .109
.319 -.222
-.074 1.000
-.244 -.172
.121 .182
.104 .099
.276 .125 .051
-.196 -.231 .391
-.116 .069
-.094 .315

Q13 -.142 -.458 .230 -.011 .067 -.079 .106 -.109 -.095 -.110 .355 -.067 .111 1.00
-.130 .072 -.276 .240 -.10
-.186 .106 -.14
-.229
-.373 .202 -.036 .043 .190 .293 -.331 -.121 -.079 .173 -.363 -.172 .097 -.061 -.007 -.524 -.443
0 0 7
-.044 .055 -.032 .029 -.297 -.384 -.395 -.019 -.086 -.556 .258 -.100 -.178 -.294 -.004 -.152 -.077 .042 -.477 .135
Q14 -.21 -.16
-.051.156
-.146.669
.425 .044
-.009 -.076
.071 .085
.129 .428
.275 -.197
.245 .154 .109
.122 -.028 .542
.245 -.095
-.218 .182
.161 .097 1.000
-.085 .087 .082
.259 .101
-.089 -.356 -.076
.117 -.484 -.380
2 5

Q15 1.00
-.353 -.061 .290 -.096 .062 .068 .473 .205 .069 -.027 .473 .099 -.061 .082 .165 .092 -.028 .524 -.096
0

Q16 1.00 -.19 -.06

-.086 -.049 -.063 .129 -.226 .067 -.263 .046 -.294 -.066 -.088 .125 -.007 .101 .165 .129 .298
-.168 .191 .045 .301 .242 -.025 .135 -.077 -.103 .207 .003 .225 -.474 .211 .336 .245 -.396 -.107 -.037 .293

-.309 -.039 -.008 -.217 -.122 -.061 -.327 -.138 -.065 -.249 .200 -.346 .121 .068 -.268 -.188 .221 -.093 .286 .015

-.117 .210 -.037 .265 -.292 -.206 -.054 .000 .094 -.366 .088 .218 -.051 -.356 .000 -.045 .000 -.146 -.238 .118

-.074 -.175 .282 .144 .296 -.119 .325 -.032 .238 -.081 .311 .227 -.158 .113 .340 .319 -.268 -.238 .531 -.418

.035 .239 -.378 .510 .293 .119 -.008 .101 -.042 .102 -.329 .515 -.388 .194 .082 .180 -.279 -.043 .100 .180

.262 -.149 .111 -.050 .262 -.062 .041 -.469 .429 .281 -.148 .142 -.298 -.025 -.021 -.110 -.257 -.055 .089 .089

-.013 .103 .235 .207 .280 .110 .230 .201 -.063 .336 -.005 .352 -.241 .094 .145 .121 -.193 .260 -.071 .403

.282 -.063 .336 -.064 .124 .000 .132 .346 .255 .025 .466 .016 -.140 .135 .464 .246 -.293 .044 .096 -.305

.085 .033 -.136 .384 .377 .041 .049 .054 -.063 .404 -.152 .352 -.499 .466 .081 .423 -.535 .098 .062 .502

1.000 .186 -.247 -.011 .177 .190 .142 -.072 .283 .153 -.343 .026 -.317 -.299 .185 -.052 -.214 .200 -.283 .043

1.00
.186 -.300 -.033 -.244 -.137 -.094 -.043 -.052 .065 -.336 .074 -.199 -.038 -.104 .225 -.191 .126 -.229 .233
0

1.00
-.247 -.300 -.259 .228 -.020 .390 .129 .221 .146 .373 -.186 .285 .014 -.019 -.132 .149 -.166 .432 -.212
0

1.00
-.011 -.033 -.259 .533 .048 .074 .034 .082 -.206 -.171 .434 -.540 .095 .395 .184 -.555 -.170 .008 .334
0

.177 -.244 .228 .533 1.000 .190 .281 -.015 .102 .205 -.173 .095 -.448 .158 .333 .122 -.410 -.175 .429 .119

1.00
.190 -.137 -.020 .048 .190 .079 .207 .153 .103 -.207 -.020 -.158 .073 -.076 .033 -.176 -.106 -.043 -.097
0

.142 -.094 .390 .074 .281 .079 1.000 -.102 .376 .256 -.091 .197 .074 -.243 .478 .005 .065 -.105 .273 -.196

-.072 -.043 .129 .034 -.015 .207 -.102 1.000 -.254 .192 .420 .039 .169 .324 .057 .271 .023 -.028 -.082 -.107
.283 -.052 .221 .082 .102 .153 .376 -.254 1.000 -.101 -.200 .320 -.201 -.316 .320 .051 -.295 -.040 .045 -.128

1.00
.153 .065 .146 -.206 .205 .103 .256 .192 -.101 -.100 .143 .074 .244 .005 .113 .085 .200 .123 .187
0

-.343 -.336 .373 -.171 -.173 -.207 -.091 .420 -.200 -.100 1.000 -.161 .179 .264 .042 .035 .142 -.113 .171 -.256

.026 .074 -.186 .434 .095 -.020 .197 .039 .320 .143 -.161 1.000 -.234 .254 .264 .113 -.260 .303 -.027 .253

-.317 -.199 .285 -.540 -.448 -.158 .074 .169 -.201 .074 .179 -.234 1.000 -.121 -.234 -.378 .888 .176 .072 -.308

-.299 -.038 .014 .095 .158 .073 -.243 .324 -.316 .244 .264 .254 -.121 1.000 -.264 .323 -.273 -.067 .451 .079

1.00
.185 -.104 -.019 .395 .333 -.076 .478 .057 .320 .005 .042 .264 -.234 -.264 .164 -.235 .107 -.112 -.082
0

-.052 .225 -.132 .184 .122 .033 .005 .271 .051 .113 .035 .113 -.378 .323 .164 1.000 -.598 -.164 .130 .100

-.214 -.191 .149 -.555 -.410 -.176 .065 .023 -.295 .085 .142 -.260 .888 -.273 -.235 -.598 1.000 .186 -.006 -.257

.200 .126 -.166 -.170 -.175 -.106 -.105 -.028 -.040 .200 -.113 .303 .176 -.067 .107 -.164 .186 1.000 -.399 .469

-.283 -.229 .432 .008 .429 -.043 .273 -.082 .045 .123 .171 -.027 .072 .451 -.112 .130 -.006 -.399 1.000 -.308

.043 .233 -.212 .334 .119 -.097 -.196 -.107 -.128 .187 -.256 .253 -.308 .079 -.082 .100 -.257 .469 -.308 1.000

.400 -.308 .022 -.026 .226 -.033 .049 -.184 .275 .048 .227 .103 -.031 -.013 .103 -.148 .041 .213 .028 -.041

.327 .033 -.007 .026 .385 .186 .252 .191 .078 .745 -.234 .359 -.142 .311 -.034 .093 -.080 .249 .238 .286

-.145 -.316 .314 .021 .042 -.191 .213 -.465 .259 -.254 .113 -.091 .099 -.296 .236 -.553 .155 -.062 .086 -.318

.119 .086 -.130 .170 .221 -.144 -.302 .103 -.287 .095 .180 .064 -.360 .442 -.157 .356 -.372 -.085 .023 .277

-.163 -.029 .066 -.343 -.424 -.160 .038 .149 -.084 -.178 .202 -.152 .599 -.350 .042 -.243 .630 .203 -.233 -.183

.173 .102 -.232 -.434 -.193 -.043 -.218 .215 -.269 .453 .031 .047 .054 .271 -.207 .212 .089 .407 -.159 .175
-.355 -.321 .309 -.342 -.477 -.172 -.293 .245 -.073 -.241 .429 -.218 .430 .101 -.353 -.212 .284 -.152 .034 -.361

-.006 -.119 -.125 .271 .276 -.046 -.064 -.116 .083 .096 .033 -.094 -.406 -.098 .132 .277 -.258 -.227 -.002 .337

-.075 .033 -.044 -.422 -.337 -.344 -.206 .018 -.294 -.117 .136 -.558 .522 -.350 -.244 -.175 .554 .058 -.174 -.094

.506 .295 -.263 .375 .305 .235 .111 .231 -.053 .221 -.180 .096 -.392 .171 .180 .160 -.394 -.118 -.111 -.039

.057 -.133 .533 -.009 .176 -.150 .532 -.271 .632 .113 -.057 .329 .042 .026 .061 -.142 -.055 -.010 .371 -.074

.313 .028 .024 .320 .377 .054 .352 .328 -.005 .410 -.039 .352 -.203 .278 .239 .035 -.235 .128 -.056 .279

.243 -.068 .147 -.108 .065 -.239 .337 -.237 .029 .240 -.076 .310 .110 -.099 -.027 -.193 .192 .178 .052 .012

.043 -.095 -.212 .541 .499 .279 -.125 .180 -.128 .081 -.141 .324 -.442 .485 -.131 .041 -.390 -.292 .208 .229

-.275 -.244 .254 -.164 -.058 .184 -.138 .281 -.235 .055 .305 -.003 .172 .378 -.209 -.260 .089 -.199 .054 -.466

.116 -.176 -.218 .314 .116 -.067 -.131 -.003 .157 .030 .077 .164 -.323 -.020 .450 .041 -.314 .237 -.232 .046

-.333 -.188 .363 -.281 -.119 .151 -.022 -.018 -.287 -.066 .198 -.511 .315 -.145 -.125 -.111 .292 -.179 .178 -.338

-.062 -.045 -.059 .225 .031 -.394 -.375 -.164 .224 -.151 -.093 -.058 -.164 -.189 .020 .000 -.190 -.078 -.273 .220

.192 -.206 -.062 .061 .192 .092 .381 .106 .046 .166 -.188 .028 .372 -.076 .041 .069 .265 .014 .189 -.118

.222 -.327 -.130 .424 .276 .357 -.077 .254 .164 -.185 .124 .057 -.294 -.134 .273 .142 -.317 -.054 -.253 -.113

-.124 .339 .052 -.424 -.276 -.352 .106 -.263 -.167 .232 -.171 -.021 .287 .014 -.255 -.090 .362 .017 .243 .050

.223 .014 -.111 .431 .223 .328 .063 .073 .397 .068 -.146 .424 -.563 .081 .299 .292 -.576 -.145 -.072 .167

.122 -.254 .043 .210 .206 -.232 -.004 -.038 .267 -.288 .165 .192 -.245 .183 .434 .218 -.375 -.056 .277 -.158

-.145 -.171 -.254 .096 .002 .228 -.211 .076 -.208 .009 -.101 -.272 .009 .277 -.371 .155 -.040 -.114 .025 .259

.004 -.176 .274 .198 .332 .102 .228 -.142 .389 -.113 -.270 -.057 -.208 -.206 .209 .010 -.336 -.087 .113 -.102

-.275 .223 .285 -.206 -.014 .118 -.094 .176 -.151 .177 .152 -.013 -.166 .340 -.427 .533 -.253 -.157 .137 .166
-.121 -.427 .318 .008 .046 .039 .216 -.098 .291 -.052 .196 -.009 .196 -.219 .396 -.495 .227 -.046 -.031 -.179

-.128 .162 -.348 .231 -.075 .082 -.332 .363 -.131 .056 -.058 .028 -.260 .336 -.091 .722 -.455 -.334 .001 .052

-.051 -.104 .379 -.018 .066 -.149 .462 -.253 .555 .084 .135 .389 -.062 .077 .067 -.027 -.140 .039 .201 -.123

-.419 -.157 .324 -.138 .006 .206 -.108 .376 -.288 .076 .174 -.221 .353 .523 -.387 .014 .170 -.425 .548 -.265

.131 -.065 .047 .093 .192 -.026 .198 -.219 .434 .003 -.043 .237 -.389 -.059 .312 .162 -.415 -.061 -.081 -.129

.190 .053 .013 -.144 -.021 .216 -.118 .128 -.102 -.155 .191 -.266 -.019 -.048 .028 .074 .009 .026 -.079 .118

.036 -.100 .151 -.300 -.134 -.224 .051 .225 -.032 .161 .344 .033 .439 -.033 -.029 -.136 .409 .368 -.055 .025

-.021 .195 -.009 .097 -.164 -.020 -.020 .022 .040 -.319 -.129 -.286 .013 -.376 -.042 .226 -.037 -.286 -.092 .065

.090 -.190 -.046 .221 .351 -.103 .295 -.100 .185 .068 -.163 .328 -.304 -.019 .190 .089 -.207 -.287 .173 -.258

.007 .021 -.334 .277 .330 .053 -.077 -.030 -.182 .378 -.200 .157 -.341 .440 .026 .433 -.364 -.188 .149 .160

-.201 .075 .189 -.463 -.201 -.163 .095 -.179 -.272 .031 -.091 -.496 .612 -.292 -.197 -.403 .660 .028 .114 -.171

.121 .174 -.256 -.110 -.202 -.171 -.188 -.122 -.162 -.281 -.061 -.339 .000 -.338 .026 .219 .071 .000 -.247 .123

.002 .007 .085 .283 .227 -.074 .235 -.222 .042 .118 -.041 .351 -.053 .253 .070 -.284 .004 .012 .293 .094

.044 -.104 -.140 .160 .044 .403 .242 -.037 .381 .056 -.148 .170 -.170 -.085 .229 .388 -.244 -.084 -.118 .176

.159 -.268 .404 -.464 -.005 -.232 .292 -.364 .313 .115 .099 -.138 .445 -.364 -.011 -.505 .528 .192 .145 -.195

.135 .484 -.197 .160 -.023 .239 -.305 .406 -.146 .270 -.121 .330 -.411 .364 -.237 .408 -.423 .097 -.204 .465

-.088 -.445 .606 .073 .300 -.099 .519 .025 .404 -.036 .402 .107 .052 .045 .446 -.014 -.096 -.275 .466 -.532

.049 .054 -.328 .578 .361 .148 -.104 .289 -.063 .234 -.023 .312 -.593 .370 .236 .643 -.637 -.079 -.095 .460
Q41 Q42 Q43 Q44 Q45 Q46 Q47 Q48 Q49 Q50 Q51 Q52 Q53 Q54 Q55 Q56 Q57 Q58 Q59 Q60

.271 .192 .031 .205 .000 .203 -.285 -.063 -.232 .236 -.039 .299 .356 .051 .072 .039 -.381 .124 -.162 .000

-.166 -.560 .134 -.156 .333 -.221 .361 -.018 .233 -.357 -.328 -.477 -.170 -.160 -.104 -.057 .109 .249 -.357 .021

-.252 -.223 .331 -.533 -.004 -.472 -.178 .002 -.071 .125 -.011 -.132 -.127 -.118 -.185 .080 .182 -.118 .221 .120

-.196 .015 .024 .022 -.212 .185 -.423 .053 -.098 -.228 -.118 -.217 -.147 -.092 -.287 .190 .124 .040 -.331 -.341

.397 -.159 .252 .149 .051 -.133 -.222 .246 .051 -.066 -.009 -.028 -.233 -.033 -.174 .336 -.104 .271 -.343 .188

-.287 -.590 .154 -.125 .202 -.261 .317 -.325 .043 -.364 -.116 -.493 -.087 -.191 .136 .101 .087 .028 -.412 .026

.338 -.160 .272 .000 -.162 -.026 .283 -.151 -.162 -.013 .315 -.005 .256 -.199 .211 .115 .121 .000 .322 .218

-.123 .091 -.016 .270 -.061 .107 .054 .157 .015 .125 -.303 .147 .047 .174 .258 .271 .000 .246 -.157 .152

.276 -.252 .396 -.270 .125 .047 .180 .064 -.038 -.158 -.035 -.233 .160 -.158 .088 -.090 .155 -.058 -.154 -.023

-.142 -.568 .122 .130 .236 -.232 .283 .032 .236 -.243 -.215 -.211 .045 -.186 .018 .085 .000 .314 -.460 .145
-.024 -.304 .133 .014 -.118 -.355 .207 -.166 .024 .199 .201 -.078 .096 -.175 .279 .104 .426 -.050 .275 .409

-.199 .081 .022 .266 -.145 -.111 -.365 .262 -.418 .137 -.114 .280 -.051 .234 .045 .071 -.074 .048 -.372 -.090

-.149 -.157 -.004 -.141 .323 -.194 .194 .177 .468 -.488 -.166 -.377 -.364 .015 -.168 -.116 .158 .051 -.200 -.158

-.226 -.313 -.036 -.119 .407 -.380 .190 .073 .136 -.197 -.138 -.150 .000 -.059 -.169 -.231 -.056 .145 -.253 .084

.090 -.057 .172 .072 -.160 -.344 -.043 -.113 -.221 -.014 .226 -.036 .201 .064 .107 .100 .101 -.262 .149 .205

-.281 .308 -.307 .162 -.341 -.176 -.299 .184 -.341 .256 .007 .077 .159 .508 -.128 .263 -.082 -.027 .037 .301

.405 .201 .224 .223 -.368 .089 -.222 .164 -.178 .029 .353 .168 .298 .089 .055 .052 -.364 .271 -.012 -.149

.030 .314 .024 .022 -.325 .265 -.344 -.008 -.552 .101 .113 .283 .201 .106 -.005 .036 -.062 -.202 -.120 -.131

.205 -.041 .066 .241 -.144 -.101 .101 -.122 -.205 .202 .223 .136 .042 -.143 .179 .391 .135 -.088 -.096 .330

.106 .464 -.341 .488 -.666 .344 -.344 .359 -.552 .430 .190 .450 .085 .304 -.146 .190 -.341 .040 -.014 .009

.400 .327 -.145 .119 -.163 .173 -.355 -.006 -.075 .506 .057 .313 .243 .043 -.275 .116 -.333 -.062 .192 .222

-.308 .033 -.316 .086 -.029 .102 -.321 -.119 .033 .295 -.133 .028 -.068 -.095 -.244 -.176 -.188 -.045 -.206 -.327

.022 -.007 .314 -.130 .066 -.232 .309 -.125 -.044 -.263 .533 .024 .147 -.212 .254 -.218 .363 -.059 -.062 -.130

-.026 .026 .021 .170 -.343 -.434 -.342 .271 -.422 .375 -.009 .320 -.108 .541 -.164 .314 -.281 .225 .061 .424

.226 .385 .042 .221 -.424 -.193 -.477 .276 -.337 .305 .176 .377 .065 .499 -.058 .116 -.119 .031 .192 .276

-.033 .186 -.191 -.144 -.160 -.043 -.172 -.046 -.344 .235 -.150 .054 -.239 .279 .184 -.067 .151 -.394 .092 .357

.049 .252 .213 -.302 .038 -.218 -.293 -.064 -.206 .111 .532 .352 .337 -.125 -.138 -.131 -.022 -.375 .381 -.077

-.184 .191 -.465 .103 .149 .215 .245 -.116 .018 .231 -.271 .328 -.237 .180 .281 -.003 -.018 -.164 .106 .254

.275 .078 .259 -.287 -.084 -.269 -.073 .083 -.294 -.053 .632 -.005 .029 -.128 -.235 .157 -.287 .224 .046 .164

.048 .745 -.254 .095 -.178 .453 -.241 .096 -.117 .221 .113 .410 .240 .081 .055 .030 -.066 -.151 .166 -.185
 .227 -.234 .113 .180 .202 .031 .429 .033 .136 -.180 -.057 -.039 -.076 -.141 .305 .077 .198 -.093 -.188 .124

.103 .359 -.091 .064 -.152 .047 -.218 -.094 -.558 .096 .329 .352 .310 .324 -.003 .164 -.511 -.058 .028 .057

-.031 -.142 .099 -.360 .599 .054 .430 -.406 .522 -.392 .042 -.203 .110 -.442 .172 -.323 .315 -.164 .372 -.294

-.013 .311 -.296 .442 -.350 .271 .101 -.098 -.350 .171 .026 .278 -.099 .485 .378 -.020 -.145 -.189 -.076 -.134

.103 -.034 .236 -.157 .042 -.207 -.353 .132 -.244 .180 .061 .239 -.027 -.131 -.209 .450 -.125 .020 .041 .273

-.148 .093 -.553 .356 -.243 .212 -.212 .277 -.175 .160 -.142 .035 -.193 .041 -.260 .041 -.111 .000 .069 .142

.041 -.080 .155 -.372 .630 .089 .284 -.258 .554 -.394 -.055 -.235 .192 -.390 .089 -.314 .292 -.190 .265 -.317

.213 .249 -.062 -.085 .203 .407 -.152 -.227 .058 -.118 -.010 .128 .178 -.292 -.199 .237 -.179 -.078 .014 -.054

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-.041 .286 -.318 .277 -.183 .175 -.361 .337 -.094 -.039 -.074 .279 .012 .229 -.466 .046 -.338 .220 -.118 -.113

1.000 .173 .192 .198 -.027 .212 -.118 .160 -.027 .113 .279 .163 .193 -.041 -.076 .096 -.332 .072 .182 .233

1.00
.173 -.398 .157 -.281 .444 -.351 .079 -.281 .298 .241 .535 .164 .402 -.100 .014 -.384 -.214 .230 -.091
0

.192 -.398 1.000 -.446 -.022 -.399 .171 -.223 -.130 -.255 .336 -.228 .155 -.223 .277 .299 .268 .174 -.157 -.047

.198 .157 -.446 1.000 -.377 .152 -.236 .235 -.079 .299 -.067 .262 .162 .380 .099 .094 -.163 .169 -.037 .135

1.00
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0

.212 .444 -.399 .152 -.095 1.000 -.008 -.064 -.024 -.034 -.201 .078 .121 -.134 .029 -.104 -.252 -.176 -.077 -.321

1.00
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0
 1.00
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0

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.279 .241 .336 -.067 -.239 -.201 .104 -.057 -.308 -.055 1.000 .157 .347 -.074 -.011 .064 -.094 .098 .062 -.105

.163 .535 -.228 .262 -.104 .078 -.286 .056 -.179 .556 .157 1.000 .061 .474 .056 -.046 -.610 -.079 .340 .074

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1.00
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0

1.00
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0

1.00
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0

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.032 .176 .026 .166 -.105 -.227 -.113 .188 -.045 .143 .286 .259 .215 .325 .108 .162 -.166 .108 .155 .273

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.168 .212 .322 -.068 -.221 -.294 -.132 -.210 -.308 .119 .393 .121 .184 .322 .069 .156 -.024 -.217 -.078 -.082

.004 .081 -.313 .136 -.025 -.044 -.256 .302 -.079 -.135 .086 -.035 -.058 .036 -.242 .086 -.029 .019 .098 .249

.454 .004 .414 -.262 .383 -.013 .040 -.131 .409 -.366 .404 -.108 .391 -.407 -.064 -.143 .010 .027 .196 -.244

-.238 .383 -.632 .332 -.178 .332 -.193 .096 -.334 .312 -.289 .298 -.142 .367 -.055 -.164 -.325 -.060 -.249 -.049

.185 -.127 .544 -.134 -.124 -.425 .202 -.188 -.242 -.051 .555 .072 .224 -.066 .317 .239 .199 -.089 .112 .194

-.025 .303 -.515 .618 -.409 .089 -.398 .559 -.331 .378 -.170 .399 -.153 .494 -.191 .340 -.279 .248 .038 .388
 TotalSc TotalSc TotaSc TotalSc
Q61 Q62 Q63 Q64 Q65 Q66 Q67 Q68 Q69 Q70 Q71 Q72 Q73 Q74 Q75 Q76 Q77 Q78 Q79 Q80 ore_FA ore_AC ore_PP ore_PS

.102 .427 -.140 -.163 -.175 -.139 .037 -.176 .078 -.446 .246 .141 -.189 .048 .000 .072 -.276 .054 -.050 -.031 .124 .349 -.243 .084

.010 -.011 .072 -.289 -.175 -.100 -.074 .010 -.380 -.174 -.188 .061 -.141 .368 -.160 -.473 .016 .416 -.100 -.308 -.157 .063 -.256 -.286

-.079 .214 .138 .046 .672 -.273 .290 -.001 .086 -.014 -.050 -.234 -.240 .484 .045 -.249 .187 -.031 -.044 -.008 .113 -.262 .337 -.202

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-.244 .212 .349 .007 -.076 -.061 .203 -.176 .119 -.504 .304 .139 .074 -.197 .091 -.047 -.397 .176 .120 .328 .168 -.136 .043 .154

.012 .071 .178 -.173 .016 -.051 .170 -.084 .029 -.145 .143 -.029 -.024 .118 -.051 -.418 -.056 -.074 -.060 -.048 -.121 -.040 -.021 -.267

-.262 -.172 .281 -.219 .133 -.026 .071 .040 .336 .159 .249 -.063 .110 -.078 -.115 .082 -.007 -.102 .044 -.027 .125 -.369 .667 -.049

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-.011 -.117 .161 -.062 .138 -.101 .199 -.306 .084 -.062 -.198 -.177 .002 .086 -.101 -.224 -.018 .188 .114 -.199 .353 -.296 .232 -.324

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-.312 .151 .476 -.461 .015 -.012 .263 -.025 .152 .000 .333 .262 .187 -.253 .062 -.051 -.214 -.228 .035 .011 -.008 -.052 .621 .127

-.062 .252 .022 .225 .091 .186 -.266 .348 .086 -.032 .091 .041 -.285 -.167 .118 .710 -.423 -.105 .052 .148 -.415 .390 -.126 .692

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.052 -.111 .043 -.254 .274 .285 .318 -.348 .379 .324 .047 .013 .151 -.009 -.046 -.334 .189 -.256 .085 -.140 .404 -.197 .606 -.328

-.424 .431 .210 .096 .198 -.206 .008 .231 -.018 -.138 .093 -.144 -.300 .097 .221 .277 -.463 -.110 .283 .160 -.464 .160 .073 .578

-.276 .223 .206 .002 .332 -.014 .046 -.075 .066 .006 .192 -.021 -.134 -.164 .351 .330 -.201 -.202 .227 .044 -.005 -.023 .300 .361

-.352 .328 -.232 .228 .102 .118 .039 .082 -.149 .206 -.026 .216 -.224 -.020 -.103 .053 -.163 -.171 -.074 .403 -.232 .239 -.099 .148

.106 .063 -.004 -.211 .228 -.094 .216 -.332 .462 -.108 .198 -.118 .051 -.020 .295 -.077 .095 -.188 .235 .242 .292 -.305 .519 -.104

-.263 .073 -.038 .076 -.142 .176 -.098 .363 -.253 .376 -.219 .128 .225 .022 -.100 -.030 -.179 -.122 -.222 -.037 -.364 .406 .025 .289
-.167 .397 .267 -.208 .389 -.151 .291 -.131 .555 -.288 .434 -.102 -.032 .040 .185 -.182 -.272 -.162 .042 .381 .313 -.146 .404 -.063

.232 .068 -.288 .009 -.113 .177 -.052 .056 .084 .076 .003 -.155 .161 -.319 .068 .378 .031 -.281 .118 .056 .115 .270 -.036 .234

-.171 -.146 .165 -.101 -.270 .152 .196 -.058 .135 .174 -.043 .191 .344 -.129 -.163 -.200 -.091 -.061 -.041 -.148 .099 -.121 .402 -.023

-.021 .424 .192 -.272 -.057 -.013 -.009 .028 .389 -.221 .237 -.266 .033 -.286 .328 .157 -.496 -.339 .351 .170 -.138 .330 .107 .312

.287 -.563 -.245 .009 -.208 -.166 .196 -.260 -.062 .353 -.389 -.019 .439 .013 -.304 -.341 .612 .000 -.053 -.170 .445 -.411 .052 -.593

.014 .081 .183 .277 -.206 .340 -.219 .336 .077 .523 -.059 -.048 -.033 -.376 -.019 .440 -.292 -.338 .253 -.085 -.364 .364 .045 .370

-.255 .299 .434 -.371 .209 -.427 .396 -.091 .067 -.387 .312 .028 -.029 -.042 .190 .026 -.197 .026 .070 .229 -.011 -.237 .446 .236

-.090 .292 .218 .155 .010 .533 -.495 .722 -.027 .014 .162 .074 -.136 .226 .089 .433 -.403 .219 -.284 .388 -.505 .408 -.014 .643

.362 -.576 -.375 -.040 -.336 -.253 .227 -.455 -.140 .170 -.415 .009 .409 -.037 -.207 -.364 .660 .071 .004 -.244 .528 -.423 -.096 -.637

.017 -.145 -.056 -.114 -.087 -.157 -.046 -.334 .039 -.425 -.061 .026 .368 -.286 -.287 -.188 .028 .000 .012 -.084 .192 .097 -.275 -.079

.243 -.072 .277 .025 .113 .137 -.031 .001 .201 .548 -.081 -.079 -.055 -.092 .173 .149 .114 -.247 .293 -.118 .145 -.204 .466 -.095

.050 .167 -.158 .259 -.102 .166 -.179 .052 -.123 -.265 -.129 .118 .025 .065 -.258 .160 -.171 .123 .094 .176 -.195 .465 -.532 .460

-.264 -.067 .140 -.079 -.213 -.170 .022 -.355 .299 -.390 .171 .172 .267 -.337 .032 .067 -.301 .094 .168 .004 .454 -.238 .185 -.025

.113 .201 -.100 .101 -.030 .056 -.278 .036 .081 .005 -.057 -.178 .100 -.345 .176 .322 -.260 -.279 .212 .081 .004 .383 -.127 .303

-.054 -.199 .165 -.308 .319 -.397 .538 -.549 .387 -.125 .291 -.257 -.138 -.138 .026 -.282 .222 -.176 .322 -.313 .414 -.632 .544 -.515

-.058 .066 .057 .089 -.387 .344 -.279 .336 -.053 .041 .112 .325 .064 -.195 .166 .612 -.320 .000 -.068 .136 -.262 .332 -.134 .618

.114 -.158 -.166 .027 -.310 -.105 .173 -.249 -.077 -.113 -.295 .086 .452 .232 -.105 -.634 .282 .282 -.221 -.025 .383 -.178 -.124 -.409

.283 -.181 -.120 .126 -.249 .241 -.491 .164 -.111 -.074 -.067 .086 .100 -.203 -.227 .292 -.146 .230 -.294 -.044 -.013 .332 -.425 .089

-.159 -.244 .051 -.046 -.018 .057 .128 .007 .016 .371 -.083 -.129 .131 -.087 -.113 -.423 .078 -.098 -.132 -.256 .040 -.193 .202 -.398

-.285 .195 -.095 .231 -.121 .122 -.023 .267 -.142 -.168 -.033 .219 -.102 .143 .188 .275 -.152 .355 -.210 .302 -.131 .096 -.188 .559
 .114 -.496 -.215 .254 -.234 -.045 .043 -.127 -.213 -.042 -.295 .086 .584 .149 -.045 -.384 .474 .282 -.308 -.079 .409 -.334 -.242 -.331

-.301 .281 -.003 .078 .121 -.209 -.219 .257 -.100 -.078 -.105 -.050 -.230 -.014 .143 .343 -.321 -.082 .119 -.135 -.366 .312 -.051 .378

.031 -.054 .170 -.207 .273 -.003 .257 -.385 .719 -.005 .269 -.234 .136 -.322 .286 -.062 -.081 -.415 .393 .086 .404 -.289 .555 -.170

-.161 .273 -.025 .079 -.011 -.098 -.024 .059 .180 -.016 .084 .054 .102 -.189 .259 .211 -.261 -.241 .121 -.035 -.108 .298 .072 .399

.310 -.092 -.160 -.402 -.145 .029 .044 -.367 .436 -.202 .384 -.113 .152 -.220 .215 .145 .209 -.288 .184 -.058 .391 -.142 .224 -.153

-.260 .285 .098 .210 -.035 .060 -.122 .266 -.123 .290 -.004 -.097 -.147 -.225 .325 .379 -.338 -.287 .322 .036 -.407 .367 -.066 .494

-.091 -.098 -.085 -.167 -.022 .108 .188 -.056 .172 .387 .270 -.161 -.038 -.434 .108 .081 -.028 -.526 .069 -.242 -.064 -.055 .317 -.191

-.492 .038 .336 -.053 .221 -.333 .301 .032 .071 -.293 .220 -.276 .046 -.378 .162 .193 -.277 -.223 .156 .086 -.143 -.164 .239 .340

-.032 -.407 -.120 -.109 .021 .183 .195 -.134 -.242 .348 -.195 .050 -.018 .000 -.166 -.171 .421 .000 -.024 -.029 .010 -.325 .199 -.279

-.295 -.024 .052 .101 .108 -.086 .115 .218 .048 -.151 .127 -.131 -.023 .089 .108 .111 -.068 .200 -.217 .019 .027 -.060 -.089 .248

-.024 -.136 -.141 .214 .005 -.241 -.070 .089 .072 .138 -.058 .034 .223 .132 .155 .183 .319 -.044 -.078 .098 .196 -.249 .112 .038

-.916 .237 .048 -.019 .091 -.103 .107 .111 -.048 -.244 .215 -.023 .076 -.164 .273 -.005 -.360 -.116 -.082 .249 -.244 -.049 .194 .388

1.000 -.125 -.134 -.059 -.202 .111 -.120 -.073 .037 .153 -.128 .043 -.060 .237 -.137 .071 .391 .082 .012 -.164 .279 .072 -.210 -.338

-.125 1.000 .180 -.070 .119 -.014 .050 .320 .076 -.212 .318 .000 -.432 .249 .149 .111 -.588 -.157 .010 .280 -.319 .505 .039 .426

-.134 .180 1.000 -.167 .324 -.241 .172 .068 .020 -.010 .055 -.113 .035 -.084 .141 -.073 -.404 .023 .248 -.023 .009 -.180 .490 .034

-.059 -.070 -.167 1.000 .031 .070 -.139 .317 -.097 .242 -.342 -.014 .036 .172 -.134 .227 -.041 .079 -.177 .289 -.111 .056 -.412 .284

1.00
-.202 .119 .324 .031 -.222 .162 -.025 .201 -.042 .104 -.453 -.251 .150 .097 -.144 -.039 -.212 -.017 -.110 .038 -.232 .348 -.165
0

1.00
.111 -.014 -.241 .070 -.222 -.440 .262 .133 .178 .097 .118 .050 .020 .053 .123 -.165 .056 -.153 .190 -.214 .485 -.126 .263
0
-.120 .050 .172 -.139 .162 -.440 1.000 -.477 .247 .023 .213 .000 .260 -.239 .104 -.253 .235 -.450 .232 .165 .453 -.547 .517 -.225

1.00
-.073 .320 .068 .317 -.025 .262 -.477 -.332 .329 -.089 .082 -.381 .397 .005 .528 -.293 .256 -.462 .187 -.691 .511 -.273 .628
0

.037 .076 .020 -.097 .201 .133 .247 -.332 1.000 -.218 .569 -.314 .215 -.290 .337 -.048 -.133 -.504 .203 .127 .463 -.234 .533 -.113

.153 -.212 -.010 .242 -.042 .178 .023 .329 -.218 1.000 -.378 .163 -.096 .064 -.161 .148 .315 -.164 -.055 -.116 -.191 .052 .111 -.038

1.00
-.128 .318 .055 -.342 .104 .097 .213 -.089 .569 -.378 -.069 -.099 -.304 .440 .215 -.208 -.397 -.033 .246 .081 -.146 .417 .143
0

.043 .000 -.113 -.014 -.453 .118 .000 .082 -.314 .163 -.069 1.000 -.024 .232 -.287 .091 .128 .399 -.444 .208 -.046 .136 -.201 .180

1.00
-.060 -.432 .035 .036 -.251 .050 .260 -.381 .215 -.096 -.099 -.024 -.415 .089 -.331 .152 -.214 .111 .140 .552 -.268 .139 -.152
0

.237 .249 -.084 .172 .150 .020 -.239 .397 -.290 .064 -.304 .232 -.415 1.000 -.328 -.164 .150 .577 -.449 -.031 -.162 .221 -.266 -.023

1.00
-.137 .149 .141 -.134 .097 .053 .104 .005 .337 -.161 .440 -.287 .089 -.328 .198 -.223 -.338 .108 .094 .038 -.151 .348 .216
0

1.00
.071 .111 -.073 .227 -.144 .123 -.253 .528 -.048 .148 .215 .091 -.331 -.164 .198 -.182 -.058 -.082 .249 -.379 .196 -.141 .675
0

.391 -.588 -.404 -.041 -.039 -.165 .235 -.293 -.133 .315 -.208 .128 .152 .150 -.223 -.182 1.000 .045 -.146 -.266 .382 -.447 -.045 -.521

.082 -.157 .023 .079 -.212 .056 -.450 .256 -.504 -.164 -.397 .399 -.214 .577 -.338 -.058 .045 1.000 -.444 -.025 -.112 .111 -.466 .025

.012 .010 .248 -.177 -.017 -.153 .232 -.462 .203 -.055 -.033 -.444 .111 -.449 .108 -.082 -.146 -.444 1.000 -.155 .093 -.120 .318 -.131

1.00
-.164 .280 -.023 .289 -.110 .190 .165 .187 .127 -.116 .246 .208 .140 -.031 .094 .249 -.266 -.025 -.155 -.037 -.001 -.041 .461
0

.279 -.319 .009 -.111 .038 -.214 .453 -.691 .463 -.191 .081 -.046 .552 -.162 .038 -.379 .382 -.112 .093 -.037 1.000 -.578 .303 -.600

.072 .505 -.180 .056 -.232 .485 -.547 .511 -.234 .052 -.146 .136 -.268 .221 -.151 .196 -.447 .111 -.120 -.001 -.578 1.000 -.514 .504
-.210 .039 .490 -.412 .348 -.126 .517 -.273 .533 .111 .417 -.201 .139 -.266 .348 -.141 -.045 -.466 .318 -.041 .303 -.514 1.000 -.183

-.338 .426 .034 .284 -.165 .263 -.225 .628 -.113 -.038 .143 .180 -.152 -.023 .216 .675 -.521 .025 -.131 .461 -.600 .504 -.183 1.000
Item total statistics

Item-Total Statistics

Squared Cronbach's
Scale Mean if Scale Variance Corrected Item- Multiple Alpha if Item
Item Deleted if Item Deleted Total Correlation Correlation Deleted

Q1 373.77 403.495 .039 . .446

Q2 372.10 416.369 -.504 . .463

Q3 372.90 402.576 .033 . .446

Q4 374.00 407.448 -.151 . .451

Q5 373.97 401.551 .149 . .443

Q6 372.20 413.821 -.326 . .460

Q7 373.17 391.247 .398 . .429

Q8 372.87 395.154 .287 . .435

Q9 373.70 405.459 -.049 . .449

Q10 372.37 409.068 -.159 . .454

Q11 373.10 393.541 .312 . .432

Q12 372.53 393.706 .293 . .433

Q13 371.83 413.385 -.286 . .460

Q14 372.27 408.064 -.122 . .453

Q15 372.47 383.844 .525 . .418

Q16 373.33 399.333 .147 . .441

Q17 372.87 391.982 .317 . .431

Q18 374.00 399.448 .232 . .440

Q19 372.93 382.478 .564 . .416

Q20 374.00 396.690 .366 . .436

Q21 373.50 402.466 .059 . .445

Q22 372.20 415.269 -.302 . .463

Q23 372.87 389.913 .319 . .428

Q24 373.43 394.461 .321 . .433

Q25 373.50 390.879 .492 . .428

Q26 373.47 404.671 -.027 . .449

Q27 372.83 394.213 .339 . .433

Q28 372.73 396.685 .197 . .437

Q29 373.17 392.420 .341 . .431

Q30 373.13 393.154 .271 . .433

Q31 373.13 393.982 .273 . .433

Q32 373.50 393.293 .371 . .432

Q33 371.67 416.644 -.404 . .464

Q34 373.30 394.631 .258 . .434

Q35 372.30 386.769 .411 . .423

Q36 372.97 390.654 .379 . .428

Q37 371.73 420.616 -.524 . .470

Q38 372.67 410.644 -.205 . .456

Q39 372.63 393.275 .259 . .433

Q40 373.90 404.990 -.033 . .448

Q41 373.57 396.668 .204 . .437

Q42 373.17 395.247 .242 . .435

Q43 372.57 405.909 -.058 . .451

Q44 372.93 390.547 .331 . .429

Q45 371.53 412.189 -.337 . .458

Q46 373.43 410.737 -.204 . .457

Q47 373.10 411.886 -.237 . .458

Q48 373.00 395.103 .193 . .436

Q49 371.53 414.395 -.429 . .461

Q50 372.83 397.316 .155 . .439

Q51 373.70 391.321 .368 . .429

Q52 373.57 391.289 .402 . .429

Q53 373.73 400.202 .176 . .441

Q54 373.90 397.403 .251 . .437

Q55 373.13 402.740 .025 . .446

Q56 372.70 394.079 .286 . .433

Q57 371.93 409.926 -.204 . .455

Q58 371.93 402.685 .071 . .445

Q59 372.50 401.983 .087 . .444

Q60 372.53 393.016 .284 . .432

Q61 372.90 416.438 -.316 . .465

Q62 373.43 390.392 .388 . .428

Q63 372.57 388.254 .312 . .427

Q64 372.83 412.420 -.212 . .460

Q65 373.40 402.455 .048 . .445

Q66 373.73 397.789 .150 . .439

Q67 372.43 396.254 .205 . .437

Q68 372.90 399.955 .095 . .442

Q69 373.53 388.464 .448 . .425

Q70 372.97 405.344 -.044 . .449

Q71 373.53 390.464 .410 . .428

Q72 372.47 405.361 -.045 . .450

Q73 372.03 400.171 .099 . .442

Q74 372.17 411.385 -.254 . .457

Q75 372.73 389.099 .378 . .426

Q76 373.53 393.844 .262 . .433

Q77 371.90 415.817 -.464 . .463

Q78 371.77 414.668 -.410 . .461

Q79 373.83 400.626 .127 . .442

Q80 372.70 392.355 .251 . .432

TotalScore_FA 325.77 421.771 -.203 . .521

TotalScore_AC 326.97 405.826 -.111 . .492

TotaScore_PP 328.37 259.689 .264 . .413

TotalScore_PS 332.37 297.206 .186 . .441

Subconstruct Reliability

Reliability Statistics

Cronbach's Alpha Based on

a
Cronbach's Alpha Standardized Itemsa N of Items

-.916 -1.530 4

Reliability Statistics showed that overall value of Cronbach’s Alpha for Items N=4
are -.916 and the value for Cronbach Alpha is based on standardized items are -1.530
which indicates a very low and unacceptable of internal consistency for our scale.
This proves that this table have unacceptable value and it is not well-established
instrument.

These result provide some evidence, as we can see all of the students has a lower
total score in academic competence. The reliability score is unacceptable could be
caused by this. As we know, age of our respondent is from 15 to 18 years old and
majority of them still studying in secondary school. We should find another expert to
translate our item to item which is easy for them to understand bacause not all student
good in english as their mother-tounge is Bahasa Melayu. Other than that, we also can
choose other respondent that study in private school that use fully English in their
daily communication so that we could improve our reliability score. Next, family
acceptance also play a important role to this score because maybe the respondent
really has problem with their family.
 Inter-Item Correlation Matrix

TotalScore_FA TotalScore_AC TotaScore_PP TotalScore_PS

TotalScore_FA 1.000 -.578 .303 -.600

TotalScore_AC -.578 1.000 -.514 .504

TotaScore_PP .303 -.514 1.000 -.183

TotalScore_PS -.600 .504 -.183 1.000

Item-Total Statistics

Scale Mean if Scale Variance if Corrected Item- Squared Multiple Cronbach's Alpha if Item
Item Deleted Item Deleted Total Correlation Correlation Deleted

TotalScore_FA 138.10 120.093 -.403 .465 -.352a

TotalScore_AC 139.30 109.941 -.306 .499 -.577a

TotaScore_PP 140.70 64.493 -.266 .274 -.760a

TotalScore_PS 144.70 76.355 -.255 .406 -.688a

7.0 FINAL INSTRUMENT

BIL.
Final Item Instrument

1. My parents and I are happy together

2. I am a hardworking and dedicated student at the school

3. I am quite popular among kids my age

4. Other kids often bully me

5. My home life is quite comfortable

6. I managed to finished the job well

7. I am friendly and approachable

8. I always get nightmares almost every night

9. We have a good friend

10. I can finish my homework on time

11. I can easily get new friends

12. I always feel ashamed of myself

13. My parents did not listen to what I wanted to share

14. I am proud of my school work

15. I become a leader in most games played with friends

16. My friends are not confident with me

17. I can discuss with my parents about the problems that I have

18. I give a lot of problems to the teachers at school

19. I have no problem talking with others

20. I like to exaggerate my problems to get other people’s attention

21. My parents understand me like other parents do

22. I like going to school

23. I look pretty like any other kid

24. I feel isolated in the group

25. My parents are proud of me

26. My parents are disappointed with my exam results

27. My friends think that I have a great idea.

28. It takes time for me to adapt to new things

29. My family is interested in me and the things I do

30. I just finished school work as much as I could

31. I like things easily

32. I have always been the last person to be chosen in a game

33. No one is paying attention to me at home

34. Schoolwork is not very exciting

35. I am not a shy person.

36. I always feel scared

37. I feel left out at home

38. The teachers like me

39. Other kids want me to lead them for schoolwork

40. My friends let me take responsibility for their mistakes

41. My parents did not scold me unless I was wrong

42. I am slow when it comes to complete schoolwork

43. I usually express my thoughts

44. My friends think I am a spoiled child

45. I don't trust my family

46. I find it hard to work in a classroom that has a lot of rules

47. I think most people are interesting to talk with

48. I would rather play with kids who are younger than me
49. My family does not trust me

50. I can't do my best in school the way I want

51. I will be an important person as I grow up

52. I am not a tidy person

53. My family would help me when I am in trouble

54. Teachers make me feel as if I am not good enough

55. I like being with other kids

56. I spend a lot of time alone

57. I always argue with my family

58. My behavior at school is good

59. I am not afraid of the things my friends are afraid of

60. I am not comfortable being in a group with so many people

61. I have no freedom at home

62. Most of my teachers are fair

63. I do not like being alone

64. I wish I were younger

65. I am an important person in my family

66. Sometimes I pretend to be sick to get out of school

67. I involve others in my plans

68. Sometimes I pretend to know more than I know

69. My parents put high hopes on me

70. Teachers gave me homework that I was not able to do

71. I learn a lot from others

72. I usually experience headache and stomache

73. My family are bad tempered

74. I like when teachers call me

75. I have no problem to think and make decision

76. When there is a problem, sometimes I try to blame others

77. Things at home always disappoint me

78. It is fun to learn new things

79. I have friends that I can trust

80. I find it hard to speak in front of the class

8.0 SUMMARY
Self-Esteem Index (SEI) instrument are designed by Linda Brown dan Jacquelyn
Alexander in 1991. The SEI is an 80 item, it is appropriate for individuals ages 11-18
years old and requires approximately or in groups .The SEI can be used to identify
children and adolescents who are believed to have self-esteem or behaviour problems,
to be emotionally disturbed or to be experiencing personal and social adjustment
problems, to formulate hypotheses that will guide further evaluation, to help plan
relevant interventions and to target goals for change and invention and others. In
addition, analysis of the results of the four SEI scales helps to pinpoint the
pervasivness or specificity of measured self-esteem problems in scholarly persuits at
home, in peer relationships and with regard to one’s feelings of safety or
vulnerability.
Overall, there is the phase that need us to find a skilled experts and translator in
english. Other than that, we need to conduct the questionaire towards our target
group. In SEI, our targetted group for this instrument made up from respondent from
age 11 until 18 years old. However, we set our focus on respondent age 16 until 18
years old. Self-Esteem Index could give us new knowledge in conducting this tools,
expecially at phase 1,2 and 3 that involved many respondent as well as volunteered
expert and translator that help us in making it successful. This process take a long
period of time because each process need a comprehensive decision. This assignment
has been of great benefit to all of us to improve our communication skill and
cooperate to complete our group task. This is because each process link with each
other and need all of our commitment to get a quality and accurate result.
We also could find out that each instrument are not easy to get because it has its own
value. Each instrument should be bought at a great price and it is well reserved. This
show, to conduct the questionaire is not easy and it has its own precedure to be
followed so that it does not adversely affect the respondent also lead to instrument
distributor. Other than that, validity and reliability of the instrument is important to
find out whether they are applicable or not to a particular group of people, cultures
and country. We also got to know the purpose of the translated instrument depend on
the culture in a country itself.
In conclusion, in conducting this instrument we able to get new skill to key-in data
using SPSS and better at managing data. Indirectly, this knowledge also benefit us in
the future.