Report on Rosenberg Self Esteem Scale

Abstract

The level of self-esteem a person possesses plays a significant role in how comfortable they feel in
various situations. The purpose of this study is to examine the self-esteem of the male and female
participants. The study includes two distinct groups of volunteers who belong to the same age group.
The result shows that the female participant has more self-esteem compared to the male participant.

Keywords

Rosenberg Self Esteem Scale, Self Esteem, Global Self-Esteem

Aim of the stud

The aim of the study is to determine self-esteem among the two participants using the Rosenberg Self
Esteem Scale.

Introduction

Self Esteem is an important component of self which is an overall evaluation of a person's self or sense
of self- worth or personal value. It is one's positive or negative attitude towards oneself and one's
evaluation of one's own thoughts and feelings overall in relation to oneself. Reflecting on success,
achievements increases our self-esteem whereas focusing on our failures negatively impacts our self-
esteem. Self-esteem is also divided into two scales of intensity, high self-esteem and low self-esteem.
(What is sellf-esteem? - Mind, 2022)

High Self-esteem: -

High self-esteem deals with positive attitude towards one self, positive evaluation of oneself and high
sense of self-worth. A person with high self-esteem is confident, competent and has appreciation for
oneself. While having a high self-esteem is a positive thing, sometimes it can lead to narcissism.
Narcissism is characterized by an inflated sense of self-worth and an intense obsession with oneself
which causes the individual to disregard the opinions and feelings of people around them. (Christian H.
Jordan, 2020)

Low Self-esteem: -

People with low self-esteem have negative attitude and negative evaluation towards oneself and their
surroundings. The person isn't confident nor is motivated in their performance. Relationships in the
social, professional, and personal spheres might suffer from poor self-esteem. Teenagers with
psychiatric problems tend to have lower self-esteem, which can be improved with effective therapy.
(M S Guillon, 2003)

The study of self-esteem has a long history in psychology, dating back to the early 20th century.
However, it wasn't until the 1960s and 1970s that self-esteem became a popular topic of research and
discussion in psychology. During this time, various measures of self-esteem were developed and
validated, including the Rosenberg Self Esteem Scale (RSES). The Rosenberg Self Esteem Scale (RSES) is a
10-item questionnaire that was developed by Morris Rosenberg in 1965. It is one of the most widely
used measures of self-esteem in research and clinical practice. The RSES measures global self-esteem, or
an individual's overall evaluation of their own self-worth.

Methods

• Description of the participants

Sn Participant code Sex Age Ethnicity

1) DKMD001 Male 19 Newar

2) TKOT002 Female 18 Chhetri

• Materials Required

The following materials were used in the study:

1) The Rosenberg Self Esteem Scale questioner.

2) Pen, pencil, erasure, sharpener.

Description of the tool

Rosenberg Self Esteem Scale is a tool developed by Morris Rosenberg in 1965. It consists of

10 statements which measure the self-worth of an individual. The participants are required to

rank their feelings about the statements on the Likert scale which ranges from strongly agree

to strongly disagree.
Procedure

• Arrangement

The two participants were made to sit in a private room which consisted of two table and chair. They
were placed in a distance from each other facing the opposite directions. They were provided with the
questioner and were told to have no interactions with each other.

• Instruction

I gave the following instructions to the participants.

” Read the statements carefully and place tick mark on the ones where you relate the most."

"You can stop anytime if you feel uncomfortable."

” If you have confusion in understanding any of the statements, feel free to ask me."

• Actual Experiment

Firstly, they carefully examined all the questions and began to fill the questioner quietly. None of them
asked any questions or were confused what to do. They filled up the questioner swiftly.

• Introspective Report

Participant DKMD001

" I thought that the questions would be difficult to answer but it wasn’t. I completed it swiftly. In the
beginning I was a bit skeptical about it but later it was fine.”

Participant TKOT002

" I was extremely nervous in the beginning but as I attended through I was fine! This was really fun. I've
done similar tests online as well."
 • Ethical Consideration

Participants provided informed consent and were assured of the confidentiality of their responses. No
identifying information was collected, and participants were free to withdraw from the study at any
time.

• Results

The score of the male participant is 26 whereas the score obtained by the female participant is 28. Both
the scores are average score. The score obtained by them weren't shown to each other.

Table 1

Sn Participant code Sex Score Interpretation

1) DKMD001 Male 26 Mid Self Esteem

2) TKOT002 Female 28 Mid Self Esteem

Conclusion

The study shows that the self-esteem in boys and girls of same age group can vary. The male participant
had the score of 26 which is slightly less than the female participant scoring 28. Self-esteem is in part a
trait that is stable over time, with some people having relatively high self-esteem and others having
lower self-esteem. But self-esteem is also a state that varies day to day and even hour to hour. The
results of this study suggest that the Rosenberg Self Esteem Scale is a reliable and valid measure of self-
esteem levels in college students. (Improving Self-Esteem, n.d.)
References
Cherry, K. (2022, November 7). Self-Esteem: Influences., Traits, and How to improve it. Retrieved from
verywellmind.com: verywellmind.com/what-is-self-esteem-2795868

Christian H. Jordan, V. Z.-H. (2020, January 1). Self Esteem Spirnger Link. Retrieved from Springer Link:
https://link.springer.com/referenceworkentry/10.1007/978-3-319-24612-
3_1169#:~:text=History%20of%20Self%2DEsteem,expectations%20for%20personally%20valued
%20activities.

Improving Self-Esteem. (n.d.). Retrieved from Skills you need: skillsyouneed.com/ps/self-esteem.html

M S Guillon, M.-A. C. (2003, March 18). The relationship between self-esteem and psychiatric disorders in
adolescents. Retrieved from PubMed.

What is sellf-esteem? - Mind. (2022, August). Retrieved from mind.org.uk:

https://www.mind.org.uk/information-support/types-of-mental-health-problems/self-esteem/
about-self-esteem/
Report on Social Loafing

Abstract

Social loafing is the phenomenon where an individual contributes less to a group task when they are
working collectively compared to when they are working individually. Using the Social Loafing
Facilitation Scale (SLFS), this study assessed social loafing in two subjects. The result shows that both the
participants have low social loafing.

Keywords

Social loafing, group work, loafing

Aim of the study

The social loafing facilitation scale (SLFS) is used in this study to evaluate social loafing in two

separate subjects.

Introduction

Social loafing is the phenomenon where an individual contributes less to a group task when they are
working collectively compared to when they are working individually. It is characterized by a decrease in
motivation and productivity when individuals believe their efforts are less noticeable or essential in a
group setting. (Hoffman, 2023)

The concept of social loafing gained prominence in the late 1960s through the groundbreaking research
conducted by Latané, Williams, and Harkins. The study of social loafing holds significant theoretical and
practical implications. Understanding the underlying processes and conditions that give rise to social
loafing can help researchers and practitioners develop strategies to minimize its occurrence and
maximize individual and collective performance within groups. By identifying the factors that contribute
to social loafing, organizations can implement interventions such as individual accountability
mechanisms, task structuring, and team-building strategies to enhance motivation, coordination, and
productivity. (Martins, 2021)

There are many methods for reducing social laziness. Distributing responsibility among the group
members by assigning each one specific sub-jobs to complete can help minimize social loafing because
everyone would feel under pressure to complete their respective responsibilities. Each member of the
team is responsible for a particular component of the job, which fosters individual accountability within
the team. Furthermore, it implies that every individual will be evaluated by their peers for every subtask,
which will motivate them to work harder and reduce social loafing. People are less likely to engage in
social loafing when they believe that their work may be individually recognizable and that it will be
reviewed by their coworkers (Jackson, 1995)

Methods

• Description of the participants

Sn Participant code Sex Age Ethnicity

1) PASL005 Male 23 Brahmin

2) OTTK006 Female 18 Chhetri

• Materials Required

The following materials were used in the study:

1) Social Loafing (Facilitation) Scale (SLFS-AS)

2) Pen, pencil, erasure, sharpener.

Description of the tool

In this research, Social Loafing scale by Q.G.Alam and Dr. Ramji Srivastava (1990) has been used. The
Social Loafing (Facilitation) Scale (SLFS-AS) is a set of 30 questions that assesses a participant's
propensity for social loafing. The 30 questions are broken down into 15 questions about individual tasks
and 15 questions about group tasks. Participants are asked questions from which they can select one
answer out of three. The responses are then graded as 0, 1, and 2 on a three-point scale. An individual's
score ranges from zero to thirty, with thirty being the maximum. The resulting score is afterwards
transformed into a T-score, which provides the final social loafing score.
Procedure

• Arrangement

Participants were seated in a private room with two separate tables and chairs. They were instructed to
complete the questionnaire individually and were explicitly told not to interact with each other during
the task. Visual barriers were placed between the tables to maintain privacy and minimize distractions.
The arrangement ensured that participants had a focused and individualized environment to complete
the task. This setup aimed to create a controlled setting where participants' responses and behaviors
could be observed independently.

• Instruction

The participants received the following instructions from me.

"Read the statements carefully and check the ones to which you can most easily relate."

"If you ever feel uncomfortable, just stop."

"Feel free to ask me any questions if you need help understanding any of the statements."

• Actual Experiment

After receiving the instructions, the participants carefully examined the questioner and proceeded with
the task. Throughout the process none of the participants encountered any issues. They took their time
in completing the questioner.

• Introspective Report

Participant PASL005

"I anticipated that the questions would be challenging to respond to, but they weren't. I finished it
quickly. At first, I was a little dubious about it, but after a while it was fine."

Participant OTTK006

"At first, I was really anxious, but as I continued, I was fine! This was a lot of fun. I've also taken online
tests of a similar nature.
 • Ethical Consideration

The participants were provided with a clear explanation of their rights and protections in relation to the
study. They were informed that their identities would remain confidential and anonymous, with no
mention of their names in any reports or publications. Additionally, participants were explicitly informed
about their right to withdraw from the study at any time without facing any negative consequences.

• Results

Sn Participant code Individual Score Individual Score Group task Group task Interpretation

(Raw score) (T-score) (Raw score) (T-score)

1) PASL005 10 30.85 11 29.45 Low Social Loafing

2) OTTK006 8 22.34 7 11.18 Low Social Loafing

Discussion/Conclusion

We can observe that both the participants had low levels of social loafing and had similar scores.
Participant OTTK006's score was slightly lower than that of participant PASL005. This is likely due to
participant's gender. Women are less likely to be socially lazy than men. Similar result was obtained in
an experiment done by Naoki Kugihara which was conducted in japan. In the experiment two groups of
men and females were asked to participate in rope pulling task in group and individually. The
experiment showed that men’s effort declined when they were pulling the rope collectively while that
was not the case for women. (Kugihara, 1999) Age can also be attributed a factor for the small
difference in the scores of the participants.
References
Cherry, K. (2022, May 24). How Social Loafing Is Studied in Psychology. Retrieved from Very Well Mind:
https://www.verywellmind.com/what-is-social-loafing-2795883

Hoffman, R. (2023, April 14). Social Loafing In Psychology: Definition, Examples & Theory. Retrieved from
Simply Psychology: https://www.simplypsychology.org/social-loafing.html

Jackson, J. M. (1995). Equity in effort: An explanation of the social loafing effect. Retrieved from APA
PsyNet.

Kugihara, N. (1999). Gender and social loafing in Japan. Retrieved from APA PsyNet.

Martins, J. (2021, April 16). Why social loafing is more about clarity than productivity. Retrieved from
Asana: https://asana.com/resources/social-loafing