A Confirmatory Factor Analysis of the Rosenberg Self-Esteem Scale for Adolescents With Learning Disabilities: A Pilot Study

Abstract

Adolescents with specific learning disabilities (LDs) face heightened risk for diminished self-esteem that can undermine academic performance and psychosocial well-being. Researchers consistently find that adolescents with LDs report lower self-esteem than peers without LDs. The Rosenberg Self-Esteem Scale (RSES) is widely used to assess global self-esteem, including among adolescents with LDs, yet its psychometric properties remain insufficiently established in this population. This study examines the structural validity of the RSES and evaluates its appropriateness as a self-esteem measure for adolescents with LDs. A confirmatory factor analysis was conducted with 119 adolescents aged 13 to 17 years, diagnosed with LDs, who were diverse in gender, ethnicity, LD subtype, and educational setting. Three models were tested: unidimensional, two-factor, and second-order factor. Both the two-factor model (positive and negative self-esteem) and the second-order factor model (overall self-esteem with positive and negative dimensions) demonstrated good internal consistency. In contrast, the unidimensional model was ineffective for analyzing self-esteem in this group. These findings support the use of the RSES as a reliable measure for adolescents with LDs and inform future-scale refinement and research on self-esteem in this population.