Questionnaire Description

The Behavioral Academic Self-Esteem Scale (BASE) is a tool completed by educators for children aged 4 to 15 years. It consists of 16 questions. In addition to the total score, the scale also provides five sub-indices: initiative-taking, social adjustment, response to failure, peer evaluation, and self-confidence. The scale has been standardized in Greek.

Data Analysis and Use

The results of the questionnaire can be used to assess the child’s academic self-esteem, identify difficulties in social and school adjustment, support the design of individualized interventions or programs, and evaluate educational and psychological interventions in the school setting.

Data Utilization

Responses are recorded and compared with reference tables to yield self-esteem indicators. In addition to the total score, the analysis includes subscales. The data can be used in educational assessments, psychosocial interventions, and research into students’ emotional and psychological development.

Purpose

The BASE scale was developed to assess students’ self-esteem in the school context through behavioral observation by educators.

Scoring

The 16 questions are rated on a scale from 0 to 5. The score reflects how frequently the observed behavior described in the item occurs. A higher score indicates a higher level of self-esteem. The internal consistency reliability of the scale ranges from 0.37 to 0.76. Validity was established based on predictive ability, showing a correlation of 0.50 with the Comprehensive Test of Basic Skills (CTBS) self-esteem index.

References

Coopersmith, S., & Gilberts, R. (1982). Behavioral Academic Self-Esteem: A Rating Scale. Palo Alto, CA: Consulting Psychologists Press.
Kakouros, E., Zournatzis, E., Papailiou, C., & Karampi, P. (2003). The counseling role of teachers in addressing learning difficulties in children with Attention Deficit Hyperactivity Disorder (ADHD). Scientific Journal of Counseling and Vocational Guidance, 64-65, 42-50.
Kakouros, E., Maniadaki, K., & Papaliou, C. (2004). How Greek teachers perceive school functioning of pupils with ADHD. Emotional and Behavioural Difficulties, 9(1), 41-53.