Relationships between WISC-IV scores, self-perceived ability and self-esteem

Poster

Reference

Relationships between WISC-IV scores, self-perceived ability and self-esteem

GEISTLICH, Sophie, KIENG, Sotta, LECERF, Thierry

GEISTLICH, Sophie, KIENG, Sotta, LECERF, Thierry. Relationships between WISC-IV scores, self-perceived ability and self-esteem. In: 9th Conference of the International Test

Commission 2014 (ITC), San Sebastian (Spain), 2-5 June 2014 July, 2014

Available at:

http://archive-ouverte.unige.ch/unige:39202

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Relationships between WISC-IV scores, self-perceived ability and self-esteem

S. Geistlich

, S. Kieng

& T. Lecerf

1Faculty of Psychology and Educational Sciences, University of Geneva

INTRODUCTION

METHOD

The 9th Conference of the International Test Commission 2014, San Sebastian; Contact: sophie.geistlich@unige.ch

Sample

Procedure

 The 10 core subtests of the WISC-IV were administered to all children in order to calculate the FSIQ and the four index score.

 Self-perceived of school abilities were obtained used a French adaptation of the Perceived Ability in School Scale (SPA; Furnham &

Chamorro-Premuzic, 2004).

 3 items of language, 3 items of mathematics, 3 items of sciences.

 Self-esteem was assessed using 8 items of the Multiscore Depression Inventory for Children (MDI-C; Berndt & Kaiser, 1999).

 Self-concept was obtained used a French adaptation of the Self- concept scale for children (SC; Lipsitt, 1958).

 Relationships between self-assessed intelligence and test performance are generally moderate (r = ± .30).

 Meta-analyses have indicated that gender plays an important role, because males provided higher self-estimates of spatial or mathematical abilities than females.

 It has also been shown that self-esteem influences self-estimates of intelligence.

CONCLUSIONS

1This work was supported by Grant 100014_135406 awarded by the Swiss National Science Foundation (Long-term stability of the WISC-IV: Standard and CHC composite scores, Lecerf, Favez & Rossier)

 173 non clinical French-speaking children.

 Girls: N = 98 and Boys: N = 75

 Aged from 7 to 12 years.

 None of them has doubled or skipped class.

 Relatively representative of the Geneva children’s population (sex, socio-economic status).

OBJECTIVE RESULTS

The objective of this study was to investigate the relationships between intelligence, self-perceived abilities and self-esteem for girls and boys.

Analyses

 T-tests were conducted to compare the means between girls and boys on FSIQ, index scores (VCI, PRI, WMI, PSI), self-perceived (SPA), self- esteem (MDI- C) and self-concept (SC).

 Three hierarchical multiple regressions were performed.

 Self-esteem (MDI-C, SC) as the independent variable (VI) and self- perceived abilities (SPA) as the dependent variables (VD).

 FSIQ and the four index scores as the independent variables (VI) and the 3 factors self-perceived abilities (language, mathematics, sciences) as the dependent variables (VD).

1. Does difference across gender predict FSIQ and the 4 index scores ?

 Only for Processing speed index score, girls outperform boys.

2. Does difference across gender predict self-perceived school ability and self-esteem ?

 No sex difference is found for self-perceived school ability (SPA).

 No sex difference is found for self-esteem (MDI-C, SC).

3. Does self-esteem predict self-perceived abilities ?

 Self-esteem doesn’t predict any self-perceived school ability (MDI-C: β = .03, p = .82; SC: β = .35, p < .05).

4. Does FSIQ and index scores (VCI, PRI, WMI, PSI) predict self- perceived abilities in language, mathematics or sciences ?

 Perceptual Reasoning index predicts self-perceived language (β = .22; p < .01).

 FSIQ predicts self-perceived mathematics (β = .17; p < .05).

0 20 40 60 80 100 120 140

FSIQ VCI PRI WMI PSI

Girls Boys

 In contrast with previous meta-analyses, our data don’t support the hypothesis that boys provide significantly higher self-estimates than girls.

 The present results don’t support that boys tend to have higher self-esteem than girls.

 Contary to what we thought, self-esteem does not predict self-perceived school ability.

0 10 20 30 40 50 60 70 80 90 100 110

SPA MDI-C SC

Girls Boys

*