James Battle

Relationship between self-esteem and depression.

129 males and females enrolled in introductory educational psychology participated in the study to determine the relationship between self-esteem and depression in college students. Each subject was administered a self-esteem checklist and a scale intended to measure depression on one occasion. The correlation between self-esteem and depression for the total group was .55; the value for males was .53, foe females .56.

A Longitudinal Comparative Study of the Self-esteem of Students in Regular and Special Education Classes

One hundred fifty-eight boys and girls in regular and special education classes participated in the study. Findings indicate that subjects in special education classes experienced greater gains in self-esteem and perception of ability scores than boys and girls in regular classes.

RELATIONS AMONG SELF-ESTEEM, DEPRESSION AND ANXIETY OF CHILDREN

930 boys and girls enrolled in Grades 2 through 9 participated in a study of the relations among self-esteem, depression, and anxiety. The criterion measures correlated significantly for all children, boys and girls in both elementary and junior high groups. Depression correlated higher with total self-esteem for all children, boys and girls in elementary and junior high school groups.

Relationship between Self-Esteem, Depression and Alcohol Consumption among Adolescents

22 adolescents, 8 boys and 14 girls, aged 12 through 18 yr., who were taking part in a youth development program, participated in the study done to determine the relationships among self-esteem, depression, and alcohol consumption. Scores on self-esteem correlated significantly with both of those on depression and alcohol consumption, whereas nonsignificant correlations were observed between scores on depression and alcohol consumption.

Self-Esteem of Students in Regular and Special Classes

134 boys and 53 girls enrolled in Grades 1 to 7 in the Edmonton Public School System participated in a study designed to determine the self-esteem and perception of ability of academically successful and unsuccessful students. Subsidiary purposes were to determine the relationship between self-esteem and perception of ability and to describe the effects of special class placement on self-esteem. Academically successful students scored significantly higher than academically unsuccessful students in self-esteem and perception of ability as well. The correlation of .70 between self-esteem and perception of ability for all students was significant: special class placement enhanced self-esteem.

STANDARDIZATION OF THE LIE SCALE OF THE CULTURE-FREE SELF-ESTEEM INVENTORY FOR ADULTS

434 adults participated in a standardization study of the lie scale of the Culture-free Self-esteem Inventory for Adults, Form Ad. The mean lie scores for the total group, men and women, were 6.32, 6.37, and 6.28, respectively. No significant differences were found between the scores of men and women.

TEST-RETEST RELIABILITY OF BATTLE'S ANXIETY SCALE FOR CHILDREN '

798 boys and girls in Grades 2 through 9 participated in an assessment of the test-retest reliability of Battles Anxiety Scale for Children, Form Q. Pearsonian correlations at Times 1 and 2 (1 wk. later) for subjects in Grades 2 through 6 were .84, .85, and .83 for all children, boys and girls, respectively. Values for subjects in Grades 7 through 9 were .86, .82, and .90 for all children, boys and girls, respectively.

RELATIONSHIP BETWEEN ACHIEVEMENT AND ABILITY

124 boys and girls participated in a study of the relationship between achievement in reading, spelling, arithmetic and ability as measured by the WISC-R, the Basic Visual-memory Association test and the Bender Visual-motor Gestalt test. Achievement in reading, spelling, and arithmetic was significantly related to performance on all three measures (rs ranged from .17 to .72) with the highest correlations favouring performance on the Basic Visual-memory Association test (rs = .39, .69, and .60 for Form A and .46, .72, and .62 for Form B).

TEST-RETEST RELIABILITY OF BATTLE'S DEPRESSION INVENTORY FOR CHILDREN

1,089 boys and girls, aged 7 through 14 yr., enrolled in Grades 2 through 9, participated in an assessment of the test-retest reliability of Battles Depression Inventory for Children, Form C. Pearsonian correlations at Times 1 and 2 (2 weeks later) for subjects in Grades 2 through 6 were .79, .77, and .80 for all children, boys, and girls, respectively. Values for subjects in Grades 7 through 9 were .79, .85, and .70 for all children, boys, and girls, respectively.