Description

The Lawrence Self-Esteem Questionnaire (LAWSEQ-16) is a standardized psychometric instrument developed by David Lawrence (1981) to assess self-esteem in children and early adolescents. The questionnaire evaluates how children perceive themselves within their immediate social environment, with particular emphasis on their family relationships and school experiences. It is specifically designed to identify variations in global self-esteem during the developmental years and to support the early detection of children who may be at risk for emotional, social, or educational difficulties.

The LAWSEQ-16 consists of 16 self-report items, of which 12 contribute to the total score and 4 function as distractor items to reduce response bias and improve the validity of responses. The instrument was originally developed for children aged 8 to 12 years, although an adapted version has also been developed for middle-school students. The questionnaire focuses on children’s perceptions of acceptance, competence, confidence, and personal worth within the contexts that most strongly influence their psychosocial development.

Self-esteem assessed by the LAWSEQ-16 has been associated with numerous developmental outcomes, including academic achievement, emotional adjustment, social competence, resilience, behavioral functioning, and psychological well-being. Consequently, the questionnaire is widely used in educational, clinical, and developmental settings to identify children who may benefit from psychological support or educational intervention.

The Lawrence Self-Esteem Questionnaire (LAWSEQ-16) is extensively applied in educational psychology, developmental psychology, school psychology, child psychiatry, pediatric psychology, counseling, public health, and child development research, where it serves as a reliable measure of childhood self-esteem.

Data Analysis and Use

Data obtained from the Lawrence Self-Esteem Questionnaire (LAWSEQ-16) are analyzed using standardized psychometric procedures designed to evaluate children’s global self-esteem. Participants complete the questionnaire using a three-point response scale, allowing quantitative assessment of self-esteem within the family and school environments.

Statistical analysis typically begins with descriptive statistics, including means, standard deviations, score distributions, skewness, and kurtosis. Psychometric evaluation commonly includes analyses of internal consistency using Cronbach’s alpha, test–retest reliability, construct validity, criterion validity, convergent validity, discriminant validity, and exploratory or confirmatory factor analyses (EFA/CFA). These procedures ensure that the questionnaire provides reliable and valid assessment across different child populations.

The LAWSEQ-16 is frequently used in correlation analyses, regression models, structural equation modeling (SEM), mediation and moderation analyses, and comparative studies examining differences according to age, gender, educational level, or psychosocial characteristics. Researchers commonly investigate associations between self-esteem and variables including academic performance, emotional well-being, anxiety, depression, bullying, social adjustment, family functioning, behavioral problems, resilience, and quality of life.

The results provide valuable information for psychologists, educators, school counselors, pediatricians, and researchers seeking to identify children with low self-esteem, evaluate intervention programs, monitor developmental progress, and develop evidence-based strategies that strengthen children’s psychological well-being and educational adjustment.

Objective

The primary objective of the Lawrence Self-Esteem Questionnaire (LAWSEQ-16) is to provide a reliable and valid assessment of children’s self-esteem within their family and school environments. The questionnaire enables professionals to identify children with reduced self-confidence, evaluate psychosocial adjustment, investigate factors influencing self-esteem, and support the design of individualized educational and psychological interventions that promote healthy emotional development.

Scoring

The Lawrence Self-Esteem Questionnaire (LAWSEQ-16) consists of 16 self-report items answered using a three-point response scale. Responses are scored as 2 = Yes, 1 = I don’t know, and 0 = No. One item—“Do you think your parents usually want to hear your ideas?”—is reverse scored, with Yes = 0, I don’t know = 1, and No = 2.

The total score is calculated by summing the responses to 12 scored items, while 4 distractor items are excluded from the final calculation. Total scores range from 0 to 24, with lower scores indicating higher levels of self-esteem and higher scores indicating lower self-esteem within the family and school contexts. Interpretation of questionnaire scores should always be based on standardized administration procedures and supported by comprehensive psychometric evaluation.

Reliability

The LAWSEQ-16 demonstrates satisfactory internal consistency, with a reported Cronbach’s alpha coefficient of 0.73 for the overall questionnaire, supporting its reliability as a measure of childhood self-esteem.

References

Lawrence, D. (1981). The Development of a Self-Esteem Questionnaire. British Journal of Educational Psychology, 51(2), 245–251.

Rae, G., Dalto, G., Loughrey, D., & Woods, C. (2011). Component Structure, Reliability, and Stability of Lawrence’s Self-Esteem Questionnaire (LAWSEQ). Educational Studies, 37(2), 155–158.

Saari, A. J., Kentala, J., & Mattila, K. J. (2015). Weaker Self-Esteem in Adolescence Predicts Smoking. BioMed Research International, 2015.