Self-esteem is a personality trait utilized to support the diagnosis of several psychological conditions. With this study we investigate the potential that computer games can have in assessing self-esteem. To that end, we designed and developed a platformer game and analyzed how in-game behavior relates to Rosenberg's Self-Esteem Scale. We examined: i) how a player's self-esteem influences game performance, ii) how a player's self-esteem generally influences in-game behavior iii) the possible game mechanics that assist in inferring a player's self-esteem. The study was conducted in two phases (N=98 and N=85). Results indicate that self-esteem does not have any impact on the player's performance, on the other hand, we found that players' self-evaluation of game performance correlates with their self-esteem.
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First year students Aeronautical Engineering had the opportunity to enter a five days program to enhance their mathematical skills. The program had 55 participants. Our research questions were: What are the effects of participation in the summer school program on math skills? Do participants experience more motivation and academic self-esteem after participation? Do dropout rates differ between participating and non-participating students? Do participants differ from non-participating students in motivation or academic self-esteem? We presented the results at the European First Year Experience in Cork, Ireland.
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This study aimed to validate a Religious Collective Self-Esteem Scale (RCSES) that assesses children’s evaluations and judgments about their belonging to a religious group. The RCSES includes 3 subscales: Private Religious Self-Esteem (PrRSE), Public Religious Self-Esteem (PuRSE), and Importance to Religious Identity (RI). Data were gathered from students in 39 primary schools (9 Reformed Protestant, 9 Islamic, 3 Hindu and 18 public schools) across five regions in the Netherlands. Students were asked to complete an anonymous questionnaire containing measures of variables of interest. Subjects were 1,437 6th graders (Mage = 11.72, SD = 0.61; 51.7% girls. 680 Students identified themselves as Muslim (47.3%), 442 (30.8%) as Christian, 278 (19.3%) as Hindu, and 37 (2.6%) children had another religion. Results indicated sufficient internal consistency of RCSES (α = .80), PrRSE (α = .77), PuRSE (α = .73), and RI (α = .60), moderate to high correlations between the subscales and moderate to large test–retest reliability across 1 year (r = .57). Three-factor model fitted the best. Overall, findings support partial measurement and structural invariance across religious groups. Convergent validity was supported by small to moderate correlations with other scales (Individual Self-Esteem Scale, r = .29; Private Ethnic Self-Esteem Scale (PESES), r = .40). Divergent validity was supported by positive small significant correlations with school well-being (r = .18) and social school motivation (r = .19). RCSES and its subscales significantly predicted, over and above PESES, school well-being and school motivation scores. Findings support the reliability and validity of the RCSES for assessing religious collective self-esteem. (PsycINFO Database Record (c) 2017 APA, all rights reserved)
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