Core Self-Evaluations Scale (CSES) Test

How the Scales are Structured
Who Usually Takes This Test?
See How You Compare
Below is a preview of how scores are typically distributed across each scale.
Example Questions From the Test
- Strongly disagree
- Disagree
- Somewhat disagree
- Neither agree nor disagree
- Somewhat agree
- Agree
- Strongly agree
- Strongly disagree
- Disagree
- Somewhat disagree
- Neither agree nor disagree
- Somewhat agree
- Agree
- Strongly agree
- Strongly disagree
- Disagree
- Somewhat disagree
- Neither agree nor disagree
- Somewhat agree
- Agree
- Strongly agree
Core Self-Evaluations Scale (CSES) Test - Description and methodology of the test
People who want to understand which conditions shape their sense of worth can use this self-esteem assessment for focused reflection. The Core Self-Evaluations Scale (CSES) Test is intended for readers examining links between self-esteem and relationships, approval, achievement, appearance, competition, family support, and moral conduct. Its result profile shows where self-worth may be most contingent in everyday situations.
What This Assessment Measures
Self-esteem becomes contingent when worth rises or falls with a condition. This self-worth questionnaire examines seven anchors:
- Relationship With a Romantic Partner (1–7) measures partner-based self-esteem: Low reliance 1–2; Moderate reliance 3–5; High reliance 6–7.
- Moral Standards (1–7) measures moral reliance: Low reliance 1–2; Moderate reliance 3–5; High reliance 6–7.
- Appearance (1–7) measures appearance reliance: Low reliance 1–3; Moderate reliance 4–5; High reliance 6–7.
- Family Support (1–7) measures family reliance: Low reliance 1–3; Moderate reliance 4–5; High reliance 6–7.
- Success in Competitive Situations (1–7) measures competitive reliance: Low reliance on competition 1–2; Balanced reliance 3–5; High reliance on competition 6–7.
- Others' Approval (1–7) measures reliance on social recognition: Low reliance 1–2; Moderate reliance 3–5; High reliance 6–7.
- Academic Achievement (1–7) measures academic reliance: Low reliance 1–2; Moderate reliance 3–5; High reliance 6–7.
Methodology and Evidence Base
Items use a seven-point agreement scale from Strongly disagree to Strongly agree, with a neutral midpoint. They ask whether self-respect changes with approval, achievement, appearance, relationships, family, competition, or moral conduct. Reverse-worded statements express independence from a condition, so respond to each statement's meaning rather than treating agreement as reliance.
Scoring is reported by separate dimensions, not as one overall total. The evidence base is conceptually consistent with the Contingencies of Self-Worth Scale (Crocker et al., 2003), which examines domains where self-worth becomes contingent. This questionnaire is not presented as an adaptation of that scale. Sanchez and Kwang (2007) connect relationship contingency with appearance concerns, while Crocker and Wolfe (2001) provide the theory.
Read the self-esteem profile as possible dependencies, not a fixed judgment about character. A high result may show that a domain supports self-worth; a low result may show it is less central. Neither automatically indicates healthy or unhealthy functioning. Responses are self-reported, and descriptive online bands have no population norms, so mood, context, self-awareness, and impression management can affect the outcome. It is not diagnostic.
- Crocker, J., Luhtanen, R. K., Cooper, M. L., & Bouvrette, A. (2003). Contingencies of self-worth in college students: Theory and measurement. Journal of Personality and Social Psychology, 85(5), 894–908. 10.1037/0022-3514.85.5.894
- Sanchez, D. T., & Kwang, T. (2007). When the relationship becomes her: Revisiting women's body concerns from a relationship contingency perspective. Psychology of Women Quarterly, 31(4), 401–414. 10.1111/j.1471-6402.2007.00389.x
- Crocker, J., & Wolfe, C. T. (2001). Contingencies of self-worth. Psychological Review, 108(3), 593–623. 10.1037/0033-295X.108.3.593
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