SUBJECT: CORE COURSE 1 (CC 1)

CHILDHOOD AND GROWING UP

TASK 2:
PSYCHOLOGICAL TEST ON
SELF EFFICACY

Name of the Student: Ms. Rachana Banshraj

Yadav
Class: FY B.Ed. (2022-23)

1|P a ge
 Certificate
This is to certify thatMs.Rachana Banshraj Yadav
student of the class F.Y.B.Ed. (2022-23) has
successfully completed the task / Activity / Test /
Case study / Project work of the subject
CHILDHOOD AND GROWING UP on the
topic/title PSYCHOLOGICAL TEST ON SELF
EFFICACY

Principal Sign & Stamp

2|P a ge
 PSYCHOLOGICAL TESTS
Topic: SELF ESTEEM

Definition

Psychological tests are written, visual, or verbal evaluations administered to

assess the cognitive and emotional functioning of children and adults.

Purpose

Psychological tests are used to assess a variety of mental abilities and attributes,
including achievement and ability, personality, and neurological functioning.
For children, academic achievement, ability, and intelligence tests may be used as
tools in school placement, in determining the presence of a learning disability or
a developmental delay , in identifying giftedness, or in tracking intellectual
development. Intelligence testing may also be used with teens and young adults to
determine vocational ability (e.g., in career counseling).
Personality tests are administered for a wide variety of reasons, from diagnosing
psychopathology (e.g., personality disorder, depressive disorder) to screening job
candidates. They may be used in an educational setting to determine personality
strengths and weaknesses.

Description

Psychological tests are formalized measures of mental functioning. Most are

objective and quantifiable; however, certain projective tests may involve some level
of subjective interpretation. Also known as inventories, measurements,
questionnaires, and scales, psychological tests are administered in a variety of
settings, including preschools, primary and secondary schools, colleges and
universities, hospitals, outpatient healthcare settings, and social agencies. They
come in a variety of formats, including written, verbal, and computer administered.

3|P a ge
 Need for psychological test
1. Identifies weaknesses and strength
2. Supports individualized lesson plans
3. Enables placement decisions
4. Monitors progress
5. Identifying disabilities
6. Helping the administrative and academic works
7. Vocational ability.

For children, academic achievement, ability psychological tests may be used as tools
in school placement, in determining the presence of a learning disability or a
developmental delay in identifying giftedness, or in tracking intellectual
development. It may also be used with teens and young adults to determine
vocational ability (e.g., in career counselling). Tests are administered for a wide
variety of reasons, from diagnosing psychopathology (e.g., personality disorder,
depressive disorder) to screening job candidates. They may be used in an educational
setting to determine personality strengths and weaknesses.

Major Uses of Tests

The basic use of tests is to provide information for decision makers.
• Selection or placement
• Diagnosis
• Accountability evaluations
• Judging progress and following trends
• Self‐ discover

CHARACTERISTICS OF A GOOD PSYCHOLOGICAL TEST

As we have now developed an idea about what is a psychological test, let us discuss
the various characteristics of a good psychological test. These in a way can be related
to the assumptions discussed in the earlier section. Some of the characteristics of a
good psychological test are discussed as follows:

4|P a ge
1) Psychological tests are objective in nature
Any good psychological test needs to be objective and not subjective. There should
be no place for any kind of bias. An objective psychological test also denotes that it is
valid and reliable.

2) Validity of a psychological test

The next characteristic that a good psychological test should possess is validity.
Validity can be explained as the ability of the test to measure what it is supposed to
measure. A weighing machine is a valid tool to measure weight and it is not valid
to measure length.

3) Reliability of a psychological test

A good psychological test is also reliable or consistent. For example, if you measure
length of a table with a ruler on certain day and if you measure the length of the same
table with same ruler after six months, the length obtained in centimetres will remain
same, thus indicting that this ruler is reliable. However, in the context of validity and
reliability, it is to be remembered that in psychology what we measure are intangible
entities like intelligence and personality. And thus establishing validity and reliability
for psychological tests is a rigorous process.

4) A good psychological test will have discriminant feature

The test should be able to denote any difference between one individual from the
other on a given aspect or variable. For example, if two individuals differ in their
music aptitude, the the test should be able to differentiate between the two on this
aptitude.

5) A good test will be comprehensive

This denotes that the test measures all the dimensions or aspects of the construct that
it measures. A psychological test thus needs to be constructed with utmost care and
all the necessary procedures need to be followed. Special care needs to be taken when
the items of a test are constructed, and they need to be clear and not ambiguous. A
good test also should be quantifiable and it should be possible to score the items

5|P a ge
TYPES OF TESTS
There are various types of psychological tests. These are discussed as follows:

Individual test: Tests that are administered on a single individual. For example,
Wechsler Adult Intelligence Scale (WAIS), Stanford-Binet Intelligence Scale (SB),
Bhatia battery.

Group test: Such tests can be administered to a group of individuals at the same
time. For example, NEO PI and Minnesota Multiphasic Personality Inventory.

Speed test: A speed test constitutes items that are of same difficulty level, however a
certain time period is provided to complete the test.

Power test: A power test constitutes items that increase gradually in terms of their
difficult level. Though there is no time limit to complete the test.

Verbal test: A paper pencil test can be termed as a verbal test where the items are
mentioned using language. For example: 16 PF and Eysenck’s Personality Inventory.

Non-verbal test: In this type of test certain figures and symbols are used. For
example, Raven’s Progressive Matrices. In this the language may be used only to
provide instructions to the individual taking the test.

Performance test: In performance test, the individual taking the test has to perform
certain tasks. For example: Alexander’s pass-along test and Koh’s block design test.

Objective tests: In objective tests, the individual will choose from certain correct
answers that are decided in advance. This avoids any subjectivity on behalf of the
scorer. The responses could be in terms of true or false or multiple choices or even a
rating scale like Likert scale or Thurston’s scale may be used. For example: NEO PI.
Projective Tests: These are subjective in nature. Here, the test taker may be asked to
respond to certain semi-structured or unstructured stimuli. The responses are then to
be interpreted by the administrator, where subjectivity may creep in. Examples of
projective tests are Rorschach Inkblot test, Somatic Inkblot Series, Sentence
Completion Test, Thematic Apperception Test and Children’s Apperception Test.

6|P a ge
Besides the mentioned, psychological tests can also be categorized as
follows:

Intelligence tests: There are various intelligence tests that are used to measure
intelligence of individuals. Intelligence can be described as one’s ability to adjust and
cope with the environment. Binet and Simon (1960) defined intelligence as an
individual’s capacity to make adequate judgements, carry out reasoning and ability to
comprehend. Wechsler (1944, page 3) defined intelligence as “the aggregate or global
capacity of the individual to act purposefully, to think rationally, and to deal
effectively with his environment”. These tests are often used in educational and
clinical set ups. Examples of intelligence test are Wechsler Intelligence Scale for
Children (WISC), Stanford-Binet Intelligence Scale (SB), Bhatia battery

Personality tests: These are used to measure personality of individuals. Larsen

and Buss (2018) defined personality as a collection of psychological traits and
mechanisms that are stable and organised and that have an influence an individual’s
interaction and also has an impact on how he/she modifies his/ her physical, social
and psychological environment. It can also be explained as differences amongst
individuals with regard to their patterns of thinking, feeling and the way they behave
(American Psychological Association, 2019). Personality tests are used widely in
varied setups including clinical, educational, counselling, industrial and
organisational setup and so on. Examples of personality test are Eysenck’s
Personality Inventory, Thematic Apperception Test (TAT), Somatic Inkblot Series
(SIS).

Aptitude tests: There are tests that measure the potential/ abilities possessed by an
individual in certain area. These find their application in schools and even in
industrial set up for selection purpose.They denote whether a person will be able to
perform effectively if he/ she is given training in that area. For instance, a person with
aptitude for dance or music will do well in the area if given training. Examples of
aptitude tests are Differential Aptitude Test, Seashore Musical Aptitude Test.

Interest inventories: These measure interests of individuals. Interest is important

as aptitude in making career decisions and thus these tests are also used often in
educational setup. Example of interest inventory is Vocational Interest Inventory.

7|P a ge
Attitude tests: These tests measure attitude of an individual towards events, other
individuals, objects and so on. Often in attitude tests, Thurston and Likert scales are
used. These could measure attitude towards women, health and so on. Achievement
tests: There are also tests that measure achievement of individuals. They mainly test
an individual’s learning in certain academic area. Such tests are often used in
educational setup. Academic achievement test and Mathematics Achievement Test
are examples of achievement tests.

8|P a ge
 SELF ESTEEM

What Is Self-Esteem:

9|P a ge
SELF ESTEEM
Self-esteem is the personal value, self-respect and self -worth that an individual
places on themselves.

In psychology, the term self-esteem is used to describe a person's overallsubjective

sense of personal worth or value. In other words, self-esteem may be defined as how
much you appreciate and like yourself regardless of the circumstances. Your self-
esteem is defined by many factors including:

 Self-confidence
 Feeling of security
 Identity
 Sense of belonging
 Feeling of competence

Other terms that are often used interchangeably with self-esteem includeself-worth,
self-regard, and self-respect.

1.Definition
“Self Esteem is the satisfaction or dissatis-faction with oneself ” (James – 1980)

“Self-esteem is the judgment or opinion we hold about ourselves. It’s the extent to
which we perceive ourselves to be worthwhile and capable human beings.”
(Coopersmith, 1967)

10 | P a g e
2. Factors influencing Self Esteem
Self esteem or self image of adolescents is based on six domains as shown in
below image.

Family Environment
Family is the first school for an individ-ual. A childs life is mainly influenced by the
family environment; it is the primary source of social development. Each family is
different from the other, as it is com-posed of different members. Each varies in its
social and economic conditions with different background.

Achievement
Academic achievement and achievement of one’s goals related to their hobbies play a
crucial role in forming a positive, healthy view of the self.

Physical Appearance
Physical characteristics such as hair, fig-ure, height weight, skin colour may also
influence the self-esteem of an individual.

Self Belief
A person who has high confidence levels may learn things quickly, trust that they can
complete tasks to a good standard and this subsequently may boost their self esteem.

11 | P a g e
Task Proficiency
This includes the skills required for per-forming tasks and the ability to complete the
task. Task proficiency influences the personality of an individual.

Feedback Friends and others

Positive & Negative messages and feedback from friends and others may boost or
break an individual’s self-esteem.

3. Types of Self-Esteem
High Self-Esteem – Feeling positively about yourself, your actions and your
future.

Low Self-Esteem – Feeling negatively about yourself, your actions and your future.

12 | P a g e
 4. Motivation
The Word motivation comes from the Latin word ‘motum’ which means ‘move’,
‘motor’, and ‘motion’. That is ‘to put into action or to move’.

Definition

Motivation is defined as “Acts that arouse, sustain and direct behaviour.

 It helps to sustain the attention in one’s efforts or task

 Restlessness to achieve the goal stops after the goal is reached

A continuous flow in shape of a cycle named motivational cycle is explained in

below image.

Need

A need is lack or deficit of some necessity. It’s a state of physical deprivation

that causes tension.

13 | P a g e
The tension caused when the person is deprived of basic neces-sities of life as food,
water, and sleep, causes imbalance. For any goal directed behavior, need is the first
condition or stimulating factor.

Drive
Need leads to drive, which is the second step towards achieving goal. Drive can be
defined as the state of tension or arousal produced by need. It is the state of height-
ened tension leading to restless activity and preparatory behaviour. For instance,
when person is hungry and/or thirsty, he seeks to reduce this drive by eating and/or
drinking.

Incentive
Environment that activates, directs, and maintains behaviour is called incentive. It
can be anything as long as it has either positive or negative value in motivating
behaviour. For example: behaviour like eating food is an incentive that reduces the
drive of the person caused by the need to fulfill his hunger. The reduction of behav-
iour then cuts off and restores balance in an organism.

Goal
The reduction of tension in the body can be considered as the goal of any motivated
behavior. Let’s go back to the example of a hungry man. A hungry man eats food,
and his body restores to a balanced condition. This then reduces the tension. This
reduction of tension as a result of an energized activity is called goal. Once the goal
has been completed, the organism is again ready for another goal-motivated behavior.

14 | P a g e
Principles of Motivation
Maslow’s Theory of Motivation

Maslow describes how motivation develops stage by stage from purely physiological
drives to complex social purpose, as described in the figure presented below:

15 | P a g e
Physiological needs
The basic physi-ological desires are food, water, shelter, etc., They are the most basic
and fun-damental human needs.

Safety Needs
It arises on account of future expectations. For example, in-surance against future,
keeping a bank balance, investing in LIC.

Love and Belongingness Needs

Need for affection, praise, warmth, accep-tance, approval, affiliation.

Self-Esteem Needs
Need for achieve-ment, status, self-respect, self-confidence, feelings of strength and
adequacy.

Achievement Needs
Needs for un-derstanding implies knowledge of re-lationships, process, the
integration of knowledge into broad structure etc. thus achievement needs are related
to intellectual domination and cognitive competencies.

Aesthetic needs
This is concerned with appreciation of order and beauty. One whose lower order
needs are ful-ly satisfied or known that he need not bother about them, derives
pleasure in beauty and nature.

Self-Actualization Needs
Need for self-fulfillment, self-expression, ful-fillment of potentialities, working out
one’s own mental personality.

16 | P a g e
TEST QUESTIONS:

This is a questionnaire designed to measure what you are thinking at this

moment.
1. I desperately want to change the way that I look.
2. I find it difficult to accept who I am.
3. I have REALLY high standards for myself and others (Perfectionist).
4. I feel uncomfortable around successful people.
5. I am anxious and fearful a lot of the time.
6. I never try new things – I might make a mistake.
7. I focus on all of my mistakes – and minimise what I achieve (I feel
like a failure).
8. I feel worthless.
9. I feel down all the time.
10. I frequently think negative thoughts about myself and others.

Graphical Analysis:

17 | P a g e
18 | P a g e
19 | P a g e
20 | P a g e
21 | P a g e
Conclusion & Reflection:

Self-esteem is just like a driver of a car or a captain of a ship. It can take you to a
glorious destination or it can destroy any one’s future. Self- esteem is a sum total
of self-Confidence and self-respect.
Self-confidence is a product of gaining and using knowledge to do things. If
you do most of the things successfully, you gain confidence and as a result, the
self-worth of yours increases.
Self-esteem, like happiness, is a state of mind It can make you happy cheerful
and confident. It can also make you feel worthless, unwanted and weak. Self-
esteem can best be compared to a powerful battery.
Self-esteem also seems to influence self-perceptions of attractiveness.No
evidence that self-perceived attractiveness influences self-esteem:
Implications for possible effects of media image on body image and self-esteem.
Self-esteem does not seem to predict rational behavior in women.

22 | P a g e
23 | P a g e