The Impact of Core Self-evaluation on Self-criticism

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Universal Journal of Educational Research 7(7): 1526-1531, 2019 http://www.hrpub.org
DOI: 10.13189/ujer.2019.070706
The Impact of Core Self-evaluation on Self-criticism
Esin Özer
Department of Educational Sciences, Guidance and Psychological Counseling, Aydın Adnan Menderes University, Turkey
Copyright©2019 by authors, all rights reserved. Authors agree that this article remains permanently open access under
the terms of the Creative Commons Attribution License 4.0 International License
Abstract The present study investigated whether the
dimensions of core self-evaluation and gender significantly
predicted internal self-criticism and comparison based
self-critical behavior, which are the dimensions of
self-criticism. The study group included 336 students
attending Adnan Menderes University during the
2017-2018 academic year. The study group included 243
female and 93 male students. Self-Criticism and Core
Self-evaluation scales were used in the study. Multivariate
regression analysis was used to analyze the study data. In
the study, it was determined that the locus of control (LC)
and neuroticism (NEU) sub-dimensions significantly
predicted comparative self-criticism (when one considers
others superior in comparison to one’s self) and
internalized self-criticism (assessment of one's self with
own standards) dimensions of locus of control (LC)
self-efficacy and neuroticism (NEU) sub-dimensions.
Keywords Core Self-evaluation, Self-criticism,
University Students
1. Introduction
Core self-evaluation, which includes the basic
assessments of the individual about herself or himself and
the environment, continues to attract the attention of the
researchers. Core self-evaluation is a concept that includes
how an individual recognizes and defines herself or himself,
her or his evaluations of her or his values, abilities and
capacity, and how the individual perceives and assesses the
events [11]. Core self-evaluation is the assessment of the
individual's functionality, and the state where the
individual considers herself or himself successful and
valuable and included the dimensions of high self-esteem,
high self-efficacy, low neuroticism (emotional stability)
and internal locus of control [11].
a. Self-esteem: It is the self-appraisal of an individual. It
is the totality of one's emotions and behavior. An
individual with self-esteem recognizes his/her
strengths and other aspects that he/she believes that
he/she could improve and has a positive and
constructive attitude towards herself/ himself.
b. Self-efficacy: It is defined as the belief of an
individual when fulfilling a task with success and
would perform efficiently in other situations; the state
where the individual considers herself/himself
competent.
c. Internal Locus of Control: It is the responsibility of an
individual for his or her behavior and the individual’s
belief that she/he has control over the events.
Individuals with internal locus of control believe that
they have control over their lives, and they can take
high levels of responsibility. Individuals with external
locus of control attribute the events to external factors
and consider coincidences and other environmental
factors to be more significant.
d. Neuroticism (low emotional stability): It is a
characteristic that occurs when a stressful life event is
faced and it is accompanied by negative emotions
such as anxiety and depression. Individuals with high
neuroticism (low emotional stability) utilize passive
and incompatible strategies as a coping strategy
against stress and assign negative meanings to events.
Individuals with low neuroticism (emotionally stable)
face the events with emotional stability and utilize
effective coping strategies.
Judge, Locke and Durham [11] introduced the concept
of core self-evaluation and it has been the topic of several
studies in recent years. Some students conducted about
core self-evaluation, such as perceived stress among
Spanish young adults and life satisfaction [27]; core
self-evaluation and life satisfaction [10,24]; emotional
intelligence and core self-evaluation [1,15].
In Turkey, core self-evaluation studies were conducted
with employees in various businesses and institutions and
these studies focused on variables such as core
self-evaluation and professional satisfaction in lawyers
[29]. Core self-evaluation, coping strategies and
psychological health variables were investigated in a
sample of college students[13,23], business life [9,24,2],
and core self-evaluation and self-regulation at vocational
high school students [22]. It is desirable that an individual’s

Universal Journal of Educational Research 7(7): 1526-1531, 2019 1527
self-evaluation is high. Individuals with high core
self-evaluation consider themselves as more positive
towards life, self-confident, effective and compliant
individuals. Individuals with low core self-evaluation tend
to avoid difficult and complex tasks since they think that
they would not succeed and do not trust their abilities [28].
The core self-evaluation could be the precursor of several
behavioral variables. The present study aimed to contribute
to the literature by investigating the impact of self-criticism
on core self-evaluation.
Self-criticism is a form of negative self-evaluation that
includes thoughts and emotions such as self-hate and
self-humiliation experienced in case of inability to achieve
self-imposed standards [8]. Self-criticism has two
sub-dimensions.
a. Comparative self-criticism: Considering others better
in self-comparison and animosity against self.
b. Internal self-criticism: Comparison of self by
self-imposed standards [31]. The individual judges
herself/himself in a punitive harsh manner.
In interdependent and collectivist societies such as Japan,
there is a greater tendency to self-criticism when compared
to individualist societies such as Europe and America.
These societies believe that self-criticism provides
personal achievement awareness that would help identify
the required improvements for a harmonious life within the
group. Shame, self-judgment and isolation are considered
as requirements for development [14].
Self-critical individuals are more focused on avoiding
failure, thinking about disapproval more than others,
having ruminations about their failure and tend to lose their
self-esteem [25]. These individuals are sensitive to
approval and criticism of others [3], and are judgmental
and achievement-oriented towards others, and associated
less with interpersonal goals [4]. Self-critical individuals
enjoy their achievements less and analyze themselves with
minute care. They are not satisfied with interpersonal
relations and produce negative emotions as a consequence
of difficulties in life. They are more responsive to
fluctuations in their performances and have conditional
self-esteem [25].
High self-critical individuals consider repeating
cognitive tasks and behavioral experiences as boring and
they are individuals with higher negative and lower
positive emotions and more concerned with failure. Their
potential self-criticism disrupts their implementation plans
[16].
Recently, studies that focus on the self-criticism of
university students samples gained momentum in Turkey.
There exist studies such as, self-criticism and happiness [5],
the relationships among self-absorption, self-criticism and
perfectionism [21]. The main aim of present study is to
contribute the literature through complementing the studies
focusing on core self-evaluation and self- criticism.
The present study aimed to test whether the dimensions
of gender and core self-evaluation are significantly
predicted the self-criticism sub-dimensions of internal
self-criticism and comparative self-criticism behavior. In
this context, it was determined that the variables of gender
and core self-evaluation were the predictor or independent
variables. Core self-evaluation is discussed in four
sub-dimensions. These sub-dimensions were self-esteem
(SES), locus of control (LC), self-efficacy (SEF), and
Neuroticism (NEU). The sub-dimensions of the
self-criticism variable are internal self-criticism (ISC) and
comparative self-criticism (CSC). Based on the
above-mentioned, the research problem was determined as
follows: Do gender (G), self-esteem (SES), self-efficacy
(SEF), locus of control (LC) and neuroticism (NEU)
behavior significantly predict internal self-criticism (ISC)
and comparative self-criticism (CSC) behavior?
2. Materials and Methods
2.1. The Research Model
The present study is a correlational study, a quantitative
research method, since it investigated the correlation
between the relevant variables [11]. Correlational research
aims to investigate the correlation between two or more
variables [6, 12]. In the present study, predictive
correlational research method was used. In predictive
correlation studies, the relationships between the variables
are investigated and an attempt is made to predict a variable
based on the other variable.
2.2. The Study Group
The study group included 336 students studying at
Adnan Menderes University during the 2017-2018
academic year. The study group included 243 female and
93 male students. The total number of students was 336,
158 of whom were attending Psychological Counseling
department, 23 of whom were attending finance, 8 of
whom were attending international relations, 40 of whom
were attending social services, 65 of whom were attending
Turkish language teaching, and 42 of whom were attending
the classroom teaching departments.
2.3. Data Collection Instruments
Self-criticism and core self-evaluation scales were used
in the present study. The self-criticism scale includes two
dimensions: comparative self-criticism and internal
self-criticism. The core self-evaluation scale includes
self-esteem, self-efficacy, locus of control, and neuroticism
dimensions.
2.3.1. The Core Self-evaluation Scale
The core self-evaluation scale, developed by Judge, Erez,
Joyce and Thoresen, [31] was adapted to Turkish language
by Kisbu [13]. Self-efficacy, self-esteem, locus of control

1528 The Impact of Core Self-evaluation on Self-criticism
and neuroticism dimensions is explained with 12
statements. In order to determine the construct validity of
the Turkish version of the scale, descriptive factor analysis
was initially conducted. In the factor analysis, it was
determined that the Kaiser-Meyer-Olkin sample value was
0.811. Bartlett Test result was 5154.844 and p <0.05. The
scale included 12 statements under 4 factors (Self-Esteem,
Self-Efficacy, Locus of Control, and Neuroticism) and
these factors explained 65.451% of the total variance. The
validity of the five-factor construct obtained with the
explanatory factor analysis was tested with confirmatory
factor analysis (CFA). It was found that the t values for the
variables observed with CFA were between 8.06 and 18.34
and standardized analysis values were between 0.75 and
0.91. Furthermore, the normalized chi-square value (X² / df)
based on the fact that X² = 9.71 and df = 3 was 3.24,
RMSEA = 0.034, GFI = 0.93, AGFI = 0.89, and CFI = 0.98.
The overall reliability of the scale was calculated as α =
0.754.
2.3.2. Self-criticism Scale
The self-criticism scale, developed by Thompson and
Zuroff [32] and Turkish language adaptation was
conducted, and psychometric properties were determined
by Öngen [20]. It is a 5-point Likert-type scale that
includes two subscales: Comparative Self-criticism(CSC)
and Internal Self-criticism(ISC). The students were asked
to indicate their degree of agreement with each statement
on a five-point scale ranging from this is a very bad
description of me to this is a very good description of me. :
There are 12 CSC items (e.g., “If you are open with other
people about your weaknesses, they are likely to still
respect you.” and, “I am confident that most of the people I
care about will accept me for who I am.”) and 10 ISC items
(e.g., “I often get very angry with myself when I fail.” and
“I frequently compare myself with my goals and ideals.”).
The factor analysis revealed a two-factor construct that
explained 37% of the total variance. It was determined that
the correlation between the sub-scales was.45 (p <0.05).
The internal consistency coefficient was .81 for the
subscale of comparative self-criticism and .87 for the
internal self-criticism sub-dimension. As a result of the
factor analysis, a two-factor construct with eigen values
that varied between 4.36 and 2.66 and explaining 32% of
the total variance was obtained. The internal consistency
coefficient for the comparative self-criticism dimension
was .67, and the internal consistency coefficient for the
internal self-criticism subscale was .77.
2.4. Data Analysis
The present study aimed to test whether the dimensions
of gender and core self-evaluation are significantly
predicted the self-criticism sub-dimensions of internal
self-criticism and comparative self-criticism behavior. In
this context, it was determined that the variables of gender
and core self-evaluation were the predictor or independent
variables. Core self-evaluation is discussed in four
sub-dimensions. These sub-dimensions were self-esteem
(SES), locus of control (LC), self-efficacy (SEF), and
Neuroticism (NEU). The sub-dimensions of the
self-criticism variable are internal self-criticism (ISC) and
comparative self-criticism (CSC). The multivariate
regression analysis was conducted on two dependent
variables and four independent variables, which are the
sub-dimensions of self-criticism.
SPSS and LISREL software were used to test the
analysis hypotheses and for multivariate regression
analysis. For the regression analysis, missing data and
outliers were examined. Multivariate normality,
multilinearity and multicollinearity assumptions were
tested.
In the data organization stage, missing data and outliers
were tested. As a result of missing data and outlier analysis,
it was observed that there was no missing data in the study
group. Z values were determined when testing the outliers
and it was checked whether there was any data that were
outside the range of +3 – -3. Mahalanobis distances were
calculated to determine multivariate outliers. No
multivariate outliers were observed in the data.
Univariate and bivariate normality tests are used to test
multivariate normality. In the present study, Kolmogorov
Smirnov Test was conducted for univariate normality.
Although it was determined that the variables were not
distributed normally based on the result of KS test result,
the distribution of skewness coefficients were between +1
and -1. It was determined that the distribution of the
skewness coefficients calculated for SES (-.241), SEF
(-.464), LC (-.276), NEU (.426), ISC (.083) and CSC (.534)
variables were close to the norm.
Since multilinearity is the linearity of the correlation
between the variable pairs, the scatter diagram matrix for
bivariate normality was examined and it was observed that
linearity existed between the variable pairs. Scatter
diagram is presented in Appendix-1.
Variance Inflation Factor (VIF) and tolerance values
were examined for the control of multicollinearity
hypothesis. In the present study, it was observed that the
VIF values calculated for SES (1.863), SEF (1.632), LC
(1.654), NEU (1.199), ISC (1.326) and CSC (1.169) met
the criteria. The criteria were met for tolerance values (SES
= .540, SEF = .613, LC = .605, NEU = .834, ISC = .754 and
CSC = .855) as well.
Since gender was a categorical variable in the study, it
was coded as dummy (1-0). Females were coded as 1 and
males were coded as 0. Therefore, the study findings were
interpreted based on the reference group 0. Furthermore,
since different scales were used and the scales had different
items and gradings, the raw scores were converted to t
scores during the analysis. Multivariate regression analysis
was conducted on these scores since the number of
dependent variables was two.

Universal Journal of Educational Research 7(7): 1526-1531, 2019 1529
Table 1. Self-criticism multivariate regression analysis findings, β, t and R2 values
Independent Variable Dependent Variable β SH t R2
G
ISC
-1.04 1.08 -.97
.15
SES -.071 .065 -1.08
SEF -.012 .060 -.20
LC .24 .061 3.88
NEU -.46 .052 -8.89
G
CSC
-2.16 1.14 -1.89
.25
SES -.029 .069 -.29
SEF -.17 .064 -2.63
LC -.17 .065 -2.65
NEU -.18 .055 -3.18
*p<.05
3. Findings
In this section, the results of the analysis conducted for
the solution of the research problem are presented in
tabular form and analyzed. The analysis results are
presented in Table 1.
Analysis of the Table 1 demonstrated that the significant
predictor of the internal self-criticism (ISC) dependent
variable were the locus of control (LC) and Neuroticism
(NEU) variables (t> 1.96). The gender (G), self-esteem
(SES), and self-efficacy (OZ) variables were not
significant predictors of ISC (t <1.96). When the beta
values for the significant variables for the internal
self-criticism variable were analyzed, it was observed that
one unit change in the LC variable led to a .24 unit increase
in the ISC variable. The NEU variable resulted in a .46 unit
reduction. This meant that individuals with locus of control
have higher levels of internal self-criticism (a .24 unit
increase in each unit), while individuals with neurotic
behavior have less internal self-criticism (.46 reduction in
each unit change). These two variables explained 14% of
the change in internal self-criticism variable (ISC) (R2
= .14). Regression equation was determined as follows:
ISC0.12*LC – 0.46*NEU
It was observed that self-efficacy (SEF), locus of control
(LC) and neuroticism (NEU) variables were significant
predictors of comparative self-criticism (CSC) variable (p>
1.96), while gender (G) and self-esteem (SES) were not
significant variables. All significant variables were
negatively correlated with CSC. One unit change in SEF
and LC variables led to a .17 unit reduction, while one unit
change in NEU variable led to a .18 unit reduction.
In other words, it could be interpreted that self-efficacy,
locus of control and neuroticism traits led to .17, .17,
and .18 units lower comparative self-criticism trait,
respectively. It was determined that 25% of the CSC
variable was explained by these variables. Regression
equation can be written as follows:
CSC = -0.17*SEF – 0.17*LC – 0.18* NEU
4. Conclusions and Discussion
In the present study, it investigated whether the
dimensions of the core self-evaluation dimensions and
gender significantly predicted internal self-critical and
comparative self-criticized behavior. In the study, it was
determined that the locus of control (LC) and neuroticism
(NEU). Sub-dimensions significantly predicted
internalized self-criticism (assessment of one's self with
own standards) dimension and locus of control (LC)
self-efficacy and neuroticism (NEU). Sub-dimensions
significantly predicted comparative self-criticism (when
one considers others superior in comparison to one’s self)
dimension in self-criticism.
The locus of control is the belief that one's own behavior
and responsibility is dependent on one’s self, rather than
external forces. Self-criticism is one of the dimensions of
the comments that individuals with the locus of control trait
make about themselves since these type of individuals
comment about their behavior. There is a correlation
between self-criticism and perfectionism [20] which
supports the above-mentioned finding.
Low neuroticism (emotional stability) is defined as the
calmness and self-confidence of an individual. In the
present study, it was found that individuals with low
neuroticism exhibited lower internal self-criticism, and
individuals with high neuroticism exhibited higher internal
self-criticism. The previous finding obtained in the study
by Gilbert and Irons [7] that self-criticism increased
vulnerability and emotional level of the symptoms and led
to repetition was consistent with the present study findings.
The finding that there was a negative correlation between
self-criticism and self-expression and progression towards
the goal [26] was consistent with the present study findings.

1530 The Impact of Core Self-evaluation on Self-criticism
Individuals with high level of self-criticism are less
consistent in achieving goals and experience more negative
affections.
In the study, it was concluded that individuals with high
locus of control and self-efficacy had lower comparative
self-criticism levels. Self-efficacy is the belief of
self-sufficiency that the individual would complete a task
successfully and would perform well in different situations.
In this study, it was found that individuals with high
emotional stability had lower comparative self-criticism
levels and individuals with low emotional stability had
higher comparative self-criticism levels. This finding was
supported by the findings of previous studies. For instance,
self-critical individuals tend to consider their success in
events negatively [17], have more intense negative
emotions [29] and demonstrate reduced positive affection
[17].
The finding obtained in the study was consistent with the
findings that self-criticism increases depressive symptoms
and is parallel to alleviated ruminative trends and
procrastination behavior as determined by Powers et al.
[25]. Self-critical individuals are more emotionally
responsive to the perceived failure and experience higher
negative affections [25]. The finding that self-criticism is
correlated with depression [18] was consistent with the
present study findings.
The present study has certain limitations related to the
characteristics of the study group. These limitations should
be considered when generalizing the findings. The present
study is limited to the sample that included the students
attending a state university in Aydın province, Turkey. It
could be developed with studies in state and private
universities in different cities and with different samples
(employees in different institutions, adults, etc.). The
individual’s kindness towards herself or himself and
self-acceptance offsets the negative effects of self-critical
thinking [19]. For the field experts, to utilize in
psychological counseling and guidance activities, detailed
core self-evaluation could be conducted, and intervention
programs could be developed to improve self-compassion
and to effectively cope with self-criticism. These
applications could be structured for preventive and
therapeutic purposes. Students could be assisted by
university psychological counseling centers and
psychological health professionals through individual and
group counseling. Personality traits are highly significant
for self-criticism and core self-evaluation. The researchers
focusing on these subjects could utilize these approaches in
psychological counseling and guidance studies and several
programs could be established to examine the personality
characteristics of the individuals in detail. Such approaches
could as well be structured for preventive and therapeutic
purposes.
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