The Relationship Between Specific and Global Evaluations of Self: A Comparison of Several Models

In an attempt to better understand the relationships between specific and global self-evaluations, several models were examined for 416 sixth-grade children, linking identity evaluations with global evaluations measured by items from Rosenberg and Simmons' (1972) Self-Esteem (RSSE) Scale via a latent self-esteem variable. The models examined, each having a theoretical rationale, include (1) two variants of the common factor model, (2) two unweighted MIMIC models in which self-esteem is definedformatively by identity evaluations and defined reflectively by the RSSE items, (3) two MIMIC models in which the identity evaluations are weighted by their psychological centrality and (4) two mixed two-factor models that combine reflective and formative measurement of self-esteem. On the basis of several criteria of goodness of fit, the degree of parsimony of a particular model relative to competing models, and the inherent measurement qualities within these models, an unweighted reflective measurement model appears to provide the best summary of the relationship in question. This model suggests that adolescents' evaluations of themselves as athletes, sonsldaughters and students positively affect self-esteem, while evaluations of themselves as friends and club members fail to contribute significantly to self-esteem.