Construction and validation of self-Esteem in the foreign language classroom scale (SEFLS)

Abstract

This paper describes the development and standardization of a measure of self-esteem in the foreign language classroom. The reliability and validity of Self-esteem in the Foreign Language Classroom Scale (SEFLS) were determined for a sample of 252 Spanish native speakers studying a foreign language. The test reliability coefficient was ω=,92. Confirmatory Factorial Analysis (CFA) yielded a 10-item three-dimension structure acceptable model fit. The three dimensions were language competence, skills performance and perceived social support. The SEFLS measure could be a useful tool for assessing students’ self-esteem in the foreign language classroom. Implications, limitations, and directions for future organizational research are discussed.