Self-Criticism Scale

Abstract

This study aims to examine the ability of self-criticism in individuals through the construction of scale. Preparation of scale using the theory of self-criticism from G. Shahar (2016). Self-Criticism is an intense and persistent relationship with oneself which can be revealed through two aspects, namely (1)
demanding oneself to achieve high performance standards; (2) expressions of self-hatred and humiliation when these high standards are not met. Scaling in the initial stage involved 62 items consisting of 31 items for the first aspect and 32 items for the second aspect. The field test for the construction of scale involved 94 active students with diploma, graduate and post-graduate students from various universities in Indonesia. A series of psychometric processes included a validity test with Aiken's V and Cronbach Alpha reliability (α = 0.92). The final stage
of the scale development process produces 32 valid and reliable items. The results showed that 71.3% of students had high self-criticism abilities. Students tend to set targets for very high achievement and not in accordance with their potential. When students cannot reach the targets, they will punish themselves for that disability.

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Self-Criticism Scale
T. Tarmizi*, A. Navissa,F. Dian, F. Rahma, A. Retno
FakultasPsikologiUniversitas Gadjah Mada, Bulaksumur, Caturtunggal, Kec. Depok,
Kabupaten Sleman, Daerah Istimewa Yogyakarta 55281
*tarmizi.thalib@ugm.ac.id
Abstract.This study aims to examine the ability of self-criticism in individuals
through the construction of scale. Preparation of scale using the theory of self-
criticism from G. Shahar (2016). Self-Criticism is an intense and persistent
relationship with oneself which can be revealed through two aspects, namely (1)
demanding oneself to achieve high performance standards; (2) expressions of
self-hatred and humiliation when these high standards are not met. Scaling in the
initial stage involved 62 items consisting of 31 items for the first aspect and 32
items for the second aspect. The field test for the construction of scale involved
94 active students withdiploma, graduate and post-graduate students from
various universities in Indonesia. A series of psychometric processes included a
validity test with Aiken's V and Cronbach Alpha reliability (α = 0.92). The final stage
of the scale development process produces 32 valid and reliable items. The results
showed that 71.3% of students had high self-criticism abilities. Students tend to set
targets for very high achievement and not in accordance with their potential.
When students cannot reach the targets, they will punish themselves for that
disability.
1. Introduction
It has become a characteristic that collective societies like in Indonesia have self-criticism
characteristics (Heine, Lehman, Markus & Kitayama, 1999). It's just that the research regarding
this matter is still small in number. Self-criticism defined as self-punishment given to somebody’s
own self when they are unable to reach their unrealistic standard. Shahar (2016) defined self-
criticism as an intensive and persistent relations with self, characterized by: (1) forcing themselves
to reach a high performance; (2) justificated and hateful expression when people failed to reach
their own standard.
In psychopathology perspective, self-criticism is including negative and critical thought towards
somebody’s personal characteristic or physical, overwhelmed feeling and blaming their own
selves towards their weaknesses, unable to reach goals and highly standard tasks. People may
also perceive themselves being observed by others (Shahar, 2015). Inappropriate self-criticism is a
form of tendency to justify and punish themselves, which may lead to another psychological
problems (Shahar et.al, 2012). High self-criticism will make people vulnerable to stress and
depression symptoms as a result of irrational standards they made (Shahar, 2016).
Students who took education on campus or university need to adjust their potential with a series
of tasks that has certain standards. In the process of developing self-potential, students given
evaluations or judgments from others. When the assessment from the task giver didn’t suitable
with the actual self-image or is unable to meet certain standards of assessment, they tend to give
self-perceptions that are too criticals of themself. Shahar (2016) mentioned that self-criticism

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contains a gap between A (Authencity, our true selves) and Self-Knowledge (what someone
thinks of themselves). This phenomenon has an impact on increasing the tendency of students to
applied high standards and self-criticism towards tasks that exist within the campus environment.
Some studies showed that the phenomenon of self-criticism related to campus life, especially to
students with various backgrounds, both gender, majors, and obesity problems (Khan & Naqvi,
2016; Vanea & Ghizdareanu, 2011).
In Indonesia, there are not many studies that discuss the development of the scale of self-
criticism especially in Indonesian. Although there had been several scales that revealed about self-
criticism in Western countries such as The Forms of Self-Criticizing / Attacking & Self-Reassuring
Scale (FSCRS) (Gilbert, Clark, Hempel, Miles, & Irons, 2004); Levels of Self Criticism Scale (LOSC)
(Thompson & Zuroff, 2004). Self-criticism scale aimed to measure self-criticism level in university
students in Yogyakarta, Indonesia.
2. Method
The research aims to construct scale on the variable self-criticism. This was a randomized
sampling study towards university students in Yogyakarta, Indonesia. This research uses a
quantitative approach that emphasizes psychometric descriptive analysis. Psychometric process
involved several activities based on Azwar (2016), which are (1) arrange behavioral indicators of
the construct; (2) item writing; (3) determination of scale’s scores; (4) analyzing item scale; (5)
prepare a scale display; (6) validity testing; (7) reliability testing.
The scale’s blue print were made by paying attention to aspects and indicators. Behavioral
indicators were made based on the aspects. Then, item were arranged based on the behavioural
indcators of two aspects. The scale’s instruction, items, design, font style, and font size were
checked before given to the participants. A good scale also contains general instructions for filling
(Azwar, 2016).
There were 67 items designed. Data were collected in October 2018. A double-blind procedure
was conducted in order to avoid self-selection bias. Items of self-criticism scale was reviewed by
40 experts. Quantitative methods used in the research with non-cognitive scale as instrument.
Respondent of this scale is 106 students of diploma, graduate and post-graduate in Yogyakarta. 12
respondents were excluded because of their tendency to respond inappropriately. Thus, valid
respondents were 94 students.
3. Result and Discussion
The self-criticism scale developed based on the characteristic of self-criticism, 1) an
uncompromising demand for high standard in performance; 2) an expression of hostility and
derogation towards the self when these high standards are an inevitably (Shahar, 2016).
Each item scored with a five-point Likert scale ranging from "very precise" (five points) to "very
inappropriate" (one point). Content validity uses the Aiken Validity as can be seen in Table 1. As
for the level of accuracy of items can be seen in Table 2. Based on the analysis, obtained items
with a high level of accuracy amounted to 32 items. These items are used to measure the level of
student self-criticism.

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Validity Test
Aiken’s V Score
Rater
Description
Aspect - Indicator
0,7-0,9375
n=20
Raters were 20
master students in
Gadjah Mada
University
All indicators were
accepted (>.5).
Indicator - Items
0,475-0,938
n= 20
Raters were 20
master students
of psychology in
Gadjah Mada
University.
One item with
score of .475
(<.5) was
eliminated.
Corrected item total correlation was used to analyze the reliability of the scale. In which item
with score lower than .25 will be eliminated. Reliability score of self-criticism scale ranging from
0,875 to 0,920 (see Table 1). 24 items were eliminated because the item’s score were lower than
.25, resulted 32 items can be used to measure self-criticism (see Table 3).
Table 2. Reliability Analysis
n
Total of
Items
corrected
item total
correlate
Reliability
94
56
-0,257 –
0,656
0,875
94
33
0,278 –
0,667
0,918
94
32
0,266 –
0,666
0,920
n
Total of
Items
Table 3. Self-Criticism Items
Items
1
Saya harus mendapatkan nilai A dalam setiap tugas matakuliah.
2
Saya menyembunyikan pencapaian yang saya dapatkan jika itu tidak lebih baik daripada
orang lain.
3
Saya sulit bangkit dari kegagalan yang saya alami.
4
Saya lebih memilih menyelesaikan tugas hingga selesai daripada tidur.
5
Butuh waktu yang lama untuk belajar dari kegagalan.

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6
Saya sulit melupakan kegagalan yang pernah saya alami.
7
Saya merasa sangat bodoh jika gagal.
8
Ketika gagal saya akan makan sebanyak-banyaknya.
9
Bagi saya, kesalahan kecil dalam pengerjaan tugas adalah kegagalan yang besar.
10
Saya merasa hina jika tidak mendapat target yang lebih tinggi dibandingkan teman saya.
11
Saya merasa tidak berharga jika gagal mencapai keinginan.
12
Saya mudah untuk kembali bersemangat setelah kegagalan.
13
Saya merasa lelah tapi tetap menyelesaikan tugas hingga selesai.
14
Saya merasa menjadi orang paling tidak beruntung ketika gagal.
15
Butuh proses yang lama untuk bangkit dari kegagalan.
16
Saya mengurung diri ketika mengalami kegagalan.
17
Saya memaksa diri untuk mengerjakan tugas lebih baik dari teman saya, walaupun saya
tidak mampu.
18
Saya merasa tidak berguna ketika nilai saya tidak sesuai dengan ekspektasi.
19
Emosi saya meningkat ketika pekerjaan saya tidak sesuai dengan ekspektasi.
20
Saya merasa lebih buruk dari orang lain ketika membandingkan hasil yang saya dapatkan.
21
Saya memaksa diri saya melakukan banyak hal meskipun fisik saya lelah.
22
Saya merasa tidak berguna ketika tidak berhasil mencapai standar yang saya buat.
23
Saya tidak menerima kegagalan dan merasa marah pada diri sendiri ketika gagal.
24
Nilai tugas saya harus lebih baik dari teman saya.
25
Saya menjadi marah pada diri sendiri ketika saya mendapatkan hasil yang buruk.
26
Saya menyelesaikan tugas meskipun saya mengantuk.
27
Saya berkeringat dingin ketika saya gagal mencapai standar yang telah saya tentukan.
28
Saya merasa sebagai orang yang gagal ketika ekspektasi nilai saya tidak terpenuhi.
29
Saya sulit tidur ketika gagal mencapai standar yang saya tentukan.
30
Saya merasa tidak perlu untuk mendapatkan nilai yang lebih tinggi dari teman saya.
31
Saya lebih memilih menyelesaikan tugas daripada harus beristirahat.
32
Kegagalan dalam mencapai target membuat saya benci pada diri sendiri.
* The itemsare not translated so that anyone who wants to use this scale requests permission to use.
The analysis of self-criticism in students from various universities in Indonesia shows several
results indicating the level of self-criticism. The result of score categorization shows that 28,7% of
all respondents have mild level. This result means that respondents have logical achievement
standards according to their personal capability. Moreover, the respondents have a lower
tendency to justify and punish themselves when they are unable to achieve their personal
standards. On the other hand, 71,3% of all respondents included in high in self-criticism category
(see Table 6).
Table 4. Hypothetical score of respondents
Hypothetic Score
Maximum
Minimum
Mean
SD
128
0
64
21,3

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Table 5. Categorization of Self-criticism level in respondents
No
Category
Norm
1
High
X>85
2
Mild
43≤X≤85
3
Low
X <43
Table 6. Percentage Category
Frequency
Percen
t
Valid
Percent
Valid
being
27
28.7
28.7
high
67
71.3
71.3
Total
94
100.0
100.0
High self-criticism in university students from various universities in Indonesia indicates that they
have high achievements and may punish themselves if they failed to reach those achievements.
Moreover, this condition dominates more than a half of research participants. The exaggerated
use of self-criticism may lead to another problems, either in psychological or physical. Students
may set their own achievement logically, so they may be able to reach and solve it when there is
an obstacle while reaching the achievement.
4. Conclusion
Scope of this study is the scale of self-criticism and measuring the level of student self-criticism.
Started from 67 items compiled based on aspects of the theory of self-criticism, then reduced to
32 items valid and responded well. Based on alpha-cronbach score of 0.920 it stated that the
scale of self-criticism is feasible to be used as a research instrument. Regarding the level of
student self-criticism, it was found that 28.7% of students were classified as moderate and 71.3%
were classified as high. No students with low self-criticism were found on the research.
5. Acknowledgments
This research aimed to measure self-criticism in university students from various universities in
Indonesia. The level of self-criticism in students may differ from each other effected by several
factors. The factors may emerge from internal such as motivation, intention and perception.
External factors such as peers, social relationships and family pressure may also affect self-
criticism level in people.
The self-criticism scale will be very useful for specific purposes especially in psychology and
education range. However, this research done in 94 participants, thus the result of research may
not be generalized towards several conditions. The more participants used in this research, the
more variety researcher will have. In addition, the richer data and conclusion researcher will
have.

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6. References
[1] Gilbert, P., Clark, M., Hempel, S., Miles, J. N. V., & Irons, C. (2004) Criticising and
reassuring oneself: An exploration of forms, styles and reasons in female students.
British Journal of Clinical Psychology, 43, 31–50.
[2] Heine, S.J., Lehman, D.R., Markus, H.R., &Kitayama, S. (1999). Is there a universal need
forpositive self-regard? Psychological Review, 106, 766-794.
[3] Shahar, G. (2016). Criticism in the Self, Brain, Relationships, and Social Structure:
Implications for Psychodynamic Psychiatry. Psychodynamic Psychiatry, 44(3), 395–421.
https://doi.org/10.1521/pdps.2016.44.3.395
[4] Shahar, G. (2015). Erosion: The Psychopathology of Self-Criticism. Oxford University
Press. https://doi.org/10.1093/med:psych/9780199929368.001.0001
[5] Shahar, B., Carlin, E. R., Engle, D. E., Hegde, J., Szepsenwol, O., & Arkowitz, H. (2012). A
Pilot Investigation of Emotion-Focused Two-Chair Dialogue Intervention for Self-
Criticism: Two-Chair Dialogue Intervention for Self-Criticism. Clinical Psychology &
Psychotherapy, 19(6), 496–507. https://doi.org/10.1002/cpp.762.
[6] Azwar, S. (2016). Penyusunan Skala Psikologi. Yogyakarta: Pustaka Pelajar.