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Relevant bibliographies by topics / Piers-Harris self concept scale for children

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Academic literature on the topic 'Piers-Harris self concept scale for children'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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Journal articles on the topic "Piers-Harris self concept scale for children"

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Gültekin, Gülümser, and Gülen Baran. "A STUDY OF THE SELF-CONCEPTS OF 9–14 YEAR-OLD CHILDREN WITH ACUTE AND CHRONIC DISEASES." Social Behavior and Personality: an international journal 35, no. 3 (January 1, 2007): 329–38. http://dx.doi.org/10.2224/sbp.2007.35.3.329.

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This study identified the level of self-concept in children with acute and chronic illnesses and determined the factors that may influence their self-concepts. The study sample includes 154 children (77 children with chronic illness, 77 children with acute illness). The data were collected via the General Information Form and the Piers-Harris Self-Concept Scale for Children (Piers & Harris, 1969). The data were analyzed via MANOVA, ANOVA and the Duncan Test. The findings indicate that self-concept scores vary, depending on the age of the child (p < .01) and the age of the mother (p < .05). Furthermore, for children with chronic illnesses, the medical department (p < .05), diagnosis (p < .05), treatment period (p < .05), and length of hospitalization (p < .01) all affected self-concept scores.

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Alexopoulos, Demetrios S., and Evangelia Foudoulaki. "Construct Validity of the Piers-Harris Children's Self-Concept Scale." Psychological Reports 91, no. 3 (December 2002): 827–38. http://dx.doi.org/10.2466/pr0.2002.91.3.827.

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The aim of the present study was to investigate the construct validity of the Piers-Harris Children's Self-concept Scale with a group of 511 (264 girls, 247 boys aged 9 to 12 years) Greek children. Principal Components Analysis was performed. Six factors emerged, i.e., Behavior, Anxiety, Intellectual and School Status, Popularity, Physical Appearance and Attributes, and Self-contentment.

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Bektas, Murat, and Candan Ozturk. "EFFECT OF HEALTH PROMOTION EDUCATION ON PRESENCE OF POSITIVE HEALTH BEHAVIORS, LEVEL OF ANXIETY AND SELF-CONCEPT." Social Behavior and Personality: an international journal 36, no. 5 (January 1, 2008): 681–90. http://dx.doi.org/10.2224/sbp.2008.36.5.681.

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This experimental study was aimed at examining the effect of health promotion education on the presence of healthy behaviors, self-concept and level of anxiety in primary-school-age children. A total of 120 students were given one lesson a week for 10 weeks. Data collection tools used in the study were the Positive Health Behaviors Scale (Hester, 1984), the Piers-Harris Children's Self-Concept Scale (Piers & Harris, 1969), and the State-Trait Anxiety Inventory (Spielberger, 1973). The health promotion education given to the children was found to have a significant effect on their healthy behaviors and state-trait anxiety level but not on their self-concept.

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LONG, KATHLEEN ANN, and CAROLYN M. HAMLIN. "Use of the Piers???Harris Self-Concept Scale with Indian Children." Nursing Research 37, no. 1 (January 1988): 42???46. http://dx.doi.org/10.1097/00006199-198801000-00009.

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Seymour, Harold L. "Peer Academic Rankings and the Piers-Harris Children's Self-Concept Scale." Perceptual and Motor Skills 62, no. 2 (April 1986): 517–18. http://dx.doi.org/10.2466/pms.1986.62.2.517.

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Two studies are used to evaluate children's ability to rank their peers' academic achievement, their own achievement, and to see how these rankings relate to children's academic self-concept. Analysis shows that elementary-school aged children can accurately rank the achievement of their peers and themselves. Also peers' rankings for academic achievement interact significantly with children's academic self-concepts. Self-rankings and actual achievement do not. The results are discussed in terms of the importance of considering peers when evaluating a child.

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Beer, John. "Relation of Divorce to Self-Concepts and Grade Point Averages of Fifth Grade School Children." Psychological Reports 65, no. 1 (August 1989): 104–6. http://dx.doi.org/10.2466/pr0.1989.65.1.104.

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Data from 31 children (age 10.7 yr.) of divorced parents showed lower self-concept scores on the Piers-Harris Children's Self-concept Scale than 19 children of nondivorced parents, although the two sets of scores fall within the expected range.

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Kolloff, Penny Britton, and Alan D. Moore. "Effects of Summer Programs on the Self-Concepts of Gifted Children." Journal for the Education of the Gifted 12, no. 4 (July 1989): 268–76. http://dx.doi.org/10.1177/016235328901200403.

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The self-concepts of gifted students are often measured as a part of the assessment of program outcomes. This study examined the self-concepts of 508 gifted students in grades five through ten who participated in three summer residential programs. Two self-concept measures, the ME Scale and the Piers-Harris Children's Self Concept Scale, were administered at the beginning and at the end of each of the programs. Self-concept scores across all grade levels and programs were significantly higher at the end of the programs. Sex differences were found in one program with the scores of sixth grade boys declining somewhat. In general, summer residential programs appear to enhance the self-concepts of gifted participants.

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Ko, Ya-Chuan, Chi-Hung Lo, and Yung-Chih Chang. "The Influence of Smartphone Games on Students’ Self-Concept." Applied Sciences 11, no. 16 (August 12, 2021): 7408. http://dx.doi.org/10.3390/app11167408.

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Children begin to understand the world from birth, gradually recognizing their existence. On interaction with their surrounding environments, they begin to recognize themselves and gradually develop self-concepts. With the advancement in technology, smartphones have become an indispensable daily necessity. The age at which a child handles a smartphone is gradually decreasing. Many traditional toys are increasingly being replaced by smartphone games, which have become an essential part of children’s lives. This study attempts to understand the impact of smartphone games on the development of children’s self-concept. Using the Piers-Harris Children’s Self-Concept Scale, a questionnaire survey was conducted among students of grades 3 and 4 in elementary school.

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Kelly, Edward J. "Use of Self-Concept Tests in Differentiating between Conduct Disordered and Emotionally Disturbed Students." Psychological Reports 62, no. 2 (April 1988): 363–67. http://dx.doi.org/10.2466/pr0.1988.62.2.363.

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Use of the Tennessee Self-concept Test and the Piers-Harris Children's Self-concept Test in differentiating 82 previously designated “conduct-disordered” from 75 “emotionally disturbed” students and from the tests' general norms were undertaken. While the two “severely emotionally handicapped” samples had significantly less positive scores than the general norms on the Tennessee empirical scales, consistently similar differences did not occur for Piers-Harris subtest comparisons. At the same time, no subtest on total score significantly differentiated between conduct disordered and emotionally disturbed subjects. Research is required to judge the relative efficacy of these tests in differentiating conduct disordered and emotionally disturbed children of Grades 3 to 12.

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CHOI, Tae-Jin. "A Validation Study of the Piers-Harris Children`s Self-Concept Scale(Ⅱ): Latent Class Analysis of Self-Concept." JOURNAL OF FISHRIES AND MARINE SCIENCES EDUCATION 30, no. 6 (December 31, 2018): 2072–86. http://dx.doi.org/10.13000/jfmse.2018.12.30.6.2072.

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Dissertations / Theses on the topic "Piers-Harris self concept scale for children"

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Lemley, Nello Nicole. "The reliability of the Piers-Harris Children's Self Concept Scale, second edition." Huntington, WV : [Marshall University Libraries], 2004. http://www.marshall.edu/etd/descript.asp?ref=514.

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Roberts, Evelyn Marie Smith. "Self-concept of children who are dually-labeled as gifted and attention-deficit hyperactivity disordered /." Access abstract and link to full text, 1993. http://0-wwwlib.umi.com.library.utulsa.edu/dissertations/fullcit/9400132.

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Grima, Francis Gerald. "Assessing the Importance of Self-Concept Intervention Among High School Students As Measured by the Piers-Harris Children's Self-Concept Scale." Thesis, University of North Texas, 1993. https://digital.library.unt.edu/ark:/67531/metadc279154/.

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Szydlik, Linda (Linda L. ). "The Effects of Career Group Counseling on the Self-Concept of At-Risk High School Students as Measured by the Piers-Harris Children's Self-Concept Scale." Thesis, University of North Texas, 1995. https://digital.library.unt.edu/ark:/67531/metadc277630/.

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The purpose of this study was to determine the effectiveness of career group counseling in raising the self-concept of at-risk high school students. The following subgroups were represented in the sample: male and female students, white and non-white ethnic groups, and students from sophomore, junior, and senior classifications. Two groups of students in the Lewisville Independent School District meeting the criteria for at-risk as defined by House Bill 1010 were administered a pretest and posttest using the Piers-Harris Children's Self-Concept Scale. The experimental group was from the Lewisville Learning Center. The control group was students enrolled in the Coordinated Vocational Academic Education (CVAE) classes at Lewisville High School. A treatment sample of 25 students received career group counseling. A nontreatment sample of 25 students did not receive any group counseling. The t-test for independent samples was used to analyze the data. The pretests for the experimental and control groups showed no significant difference at the .05 level. The treatment sample received 30 hours of group counseling in the Fall semester of 1994. At the end of 30 hours of counseling a posttest was administered to the treatment sample and to the control sample. The t-test for independent samples was used to analyze the data. While career group counseling appeared to impact the students in the experimental group, the limitations of sample size and population may have effected the results. The treatment was significant at the .05 level and the null hypothesis was rejected. The findings showed that career group counseling was not an effective tool for increasing positive self-concept. It is concluded that self-concept was not effectively enhanced through group interaction conducted by the school system in this study. Further research is recommended.

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Karam, Patricia. "Assessment of the Relationship of the Peer Assistance and Leadership (PAL) Program on the Self-Concept of At-Risk Students as Measured by the Piers-Harris Children's Self-Concept Scale." Thesis, University of North Texas, 1989. https://digital.library.unt.edu/ark:/67531/metadc330692/.

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The problem of this study was to determine if there was a difference in the self-concept of two groups of ninth-grade students when one group received the services of junior and senior students in a Peer Assistance and Leadership class. The results of the Piers-Harris Children's—Self—Concept Scale were used to determine the difference between the mean self-concept scores of the two groups and also to determine if there was a relationship between the criterion variable of the total self-concept score and eight predictor variables as identified by House Bill 1010: Limited English proficiency, age, school attendance, achievement scores two or more years below grade level in reading and mathematics on a norm-referenced test, failure to master any portion of the Texas Educational Assessment of Minimum Skills, failure in two or more subjects, grade retention, and eligibility for free or reduced-price lunch. A total of 105 students, 50 in the experimental group and 55 in the control group, participated. The findings revealed that there was no significant difference in the mean self-concept scores of the two groups. The correlation revealed that there were significant differences between self-concept and the variables of mathematics achievement scores, failing grades, and eligibility for free lunch.

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Carpenter, Robert M. (Robert Marshall). "The Relationship of Self-Concept and Study Habits of At-Risk Students as Measured by the Piers-Harris Children's Self-Concept Scale and the Survey of Study Habits and Attitudes." Thesis, University of North Texas, 1990. https://digital.library.unt.edu/ark:/67531/metadc331180/.

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The purpose of this study was to determine the relationship between self-concept and study habits among different subgroups of 9th grade at-risk students. The study included the administration of two independent measures: The Piers-Harris Self-Concept Scale and the Survey of Study Habits and Attitudes. Other data were self-reported by the students. The five subgroups selected in this study were: (1) male and female, (2) white and non-white, (3) socioeconomic groups determined by eligibi1ity in the Free/Reduced Lunch Program, (4) retained and non-retained students, and (5) participants and non-participants in school activities. Raw scores from the self-concept scale and study habits survey were converted into percentile scores. A correlation coefficient was calculated for each subgroup. The significance of the two correlation coefficients was tested using Fisher's Zr transformation. Of the five hypotheses tested at the .05 level, all were rejected. Major findings of the study verify other research regarding characteristics of at-risk students. Also, more than half of the subjects had deficient study habits but only a small percentage (19,5V#) had signif icant ly low self-concept scores. In addition, at-risk students who participate in school activities had higher self-concept scores and study habits scores than non-participating at-risk students. It was concluded that low self-concept does not appear to be as significant a factor of students being at risk as does their poor study habits. Recommendations were made to encourage school districts to include self-concept and study habit evaluations for at-risk students and to involve more at-risk students in school activities.

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Koon, Kamela Suzanne. "Relationship of Self-esteem in Pediatric Burn Patients to other Psychological and Physiological Parameters." Thesis, University of North Texas, 1992. https://digital.library.unt.edu/ark:/67531/metadc332822/.

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The purpose of this study was to evaluate post-burn adjustment in light of the self-esteem of child burn survivors. The study attempted to assess the viability of using a single, explicit self-report measure of self-esteem (Piers-Harris Children's Self-Concept Scale) as an index of post-burn adjustment. It appears that pediatric burn patients do not suffer a compromised self-concept secondary to the burn injury and, rather, are successful in incorporating their post-burn state, physically and psychologically, into a positive self-concept. It is suggested that evaluation of overall self-esteem incorporate a comprehensive picture of post-burn adjustment, based upon psychological and physiological parameters. Further research is justified and suggestions for future examinations are presented.

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Paris, Tex. "Perceived Attitudes of the Self-Concept of Dropouts Who Returned to an Alternative Education School and Coordinated Vocational Academic Education Students." Thesis, University of North Texas, 1988. https://digital.library.unt.edu/ark:/67531/metadc332445/.

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The problem of this study was to determine if there were differences in perceived attitudes of self-concept between young people who returned to alternative education after dropping out of public education and educationally disadvantaged at-risk youth in Coordinated Vocational Academic Education (CVAE) classes as measured by the Piers-Harris Children's Self-Concept Scale. The hypotheses formulated for the study predicted no significant difference in mean attitude self-concept scores of returned dropouts to alternative schools and CVAE students enrolled in junior high school preemployment laboratories and high school students enrolled in Cooperative Education classes as measured by the Piers-Harris scale; and no significant change in mean attitude self-concept scores of former dropouts enrolled in alternative education centers and CVAE students as measured by the Piers-Harris scale over a two-month period utilizing an extended Solomon Four-Group Design, with and without the treatment. The scale was administered to 351 students from junior high and high school CVAE classes in Ector County (Odessa), Fort Stockton, and Midland Independent School Districts and alternative schools in Denton, Fort Stockton, Midland and Odessa, Texas. The self-concept scores were treated for significance by an analysis of variance. Findings were that all groups tested scored within the age range, junior high school CVAE students scored lowest, but not significantly lower (p > .05); and junior high school CVAE students, alternative school students, and high school CVAE students all had a slight increase in self-confidence scores over the two-month period. All null hypotheses were retained. It was concluded that, overall, junior high school CVAE students, former dropouts who returned to an alternative school, and high school CVAE students possessed positive self-concepts that were above the national mean for the scale; and that CVAE classes enhance the self-concept of academically disadvantaged students in Cooperative Education classes.

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9

Klassen, Andrea Nicole. "The contribution of temperament to children's happiness." Thesis, University of British Columbia, 2008. http://hdl.handle.net/2429/2805.

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The relation between temperament and happiness in children aged 8-12 was examined. Participants included 311 students in Grades 4-6 and their parents, recruited from public and private schools in the Central Okanagan. Parents rated their children’s temperament using the Emotionality, Activity, and Sociability (EAS) Temperament Survey (Buss & Plomin, 1984) and rated their children’s happiness using a single-item measure. Children rated their own temperament using the EAS Temperament Survey and the Piers- Harris Self Concept Scale for Children, Second Edition (Piers-Harris 2) (Piers & Herzberg, 2002). Children also rated their own happiness using a single-item measure, the Oxford Happiness Scale, Short Form (Hills & Arygle, 2002), and the Subjective Happiness Scale (Lyubomirsky & Lepper, 1999). Confirmatory factor analyses established that parent and child ratings on the EAS Temperament Survey conformed to the four-factor structure proposed by Buss and Plomin (1984). Multiple regression analyses revealed that temperament accounted for between 9-29% of the variance in children’s happiness depending on the rater (i.e., parents vs. children) and the measure of happiness. Individual temperament variables that predicted a unique amount of the variance of children’s happiness over and above the combined effect of all temperament variables varied with the rater of children’s temperament (i.e., parents vs. children) and with the measure of happiness. Children who were more social, less shy, less emotional, and more free from anxiety rated themselves, and were rated by others, as happier. Children who scored higher on the activity temperament rated themselves, and were rated by others, as happier. The results of the current study parallel results of research investigating the relation between happiness and personality in adults. It establishes a strong relation between temperament and happiness, and iii supports the use of self-reports with children. Implications and suggestions for future research are discussed.

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Wang, TangYi, and 王堂熠. "Reliability and validity of Computer-game-based Piers and Harris Self-concept Scale 2 for elementary school students with learning disability." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/18148167314418412133.

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碩士
中國文化大學
心理輔導學系
101
This study aimed to assess the reliability and validity of the scores of the Chinese version computer-game-based Piers-Harris children’s Self-Concept Scale 2 for elementary school students with learning disability. This study included 151 children with learning disability from 19 elementary schools in Taipei and New Taipei City. The results were analyzed by statistical SPSS18.0 and were concluded as follows: 1. The internal consistency reliability of Chinese Computer-game-based Piers-Harris Children’s Self-Concept Scale 2 estimates for the Total scores Cronbach's α is .92, and the scores of the six domain scales, Cronbach's α ranged from .77 to .81. The results of test-retest coefficient was .90 (n=44) for the Total scores, and ranged from .77 to .88 for the scores of the six domains. 2. The Chinese Computer-game-based Piers-Harris Children’s Self-Concept Scale 2 and the Elementary School Children’s Self-Concept Scale have significant correlation for the total score ((r = .83) . The two scale of each subscale has highly correlations (rs = .38 to .82) An exploratory factor analysis found six factors explained the 42.56% of variance. Compared with the original Piers-Harris Children’s Self-Concept 2 of exploratory factor analysis, they shared similar scale intra-structure. 3. Compared the Computer-game-based version with the Paper-and-pencil version of Piers-Harris Childrens Self Concept Scale 2,the results in reliability and validity are similar. The results of this study indicate the scores of Chinese version computer-game-based Piers-Harris children’s Self-Concept Scale 2 which was administered in elementary school students with learning disability has demonstrated adequate reliability and validity.

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Book chapters on the topic "Piers-Harris self concept scale for children"

1

Kenny, Maureen C., and Alejandro L. Vazquez. "Piers–Harris Children’s Self-Concept Scale." In Encyclopedia of Personality and Individual Differences, 3931–34. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-319-24612-3_61.

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2

Kenny, Maureen C., and Alejandro L. Vazquez. "Piers–Harris Children’s Self-Concept Scale." In Encyclopedia of Personality and Individual Differences, 1–4. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-28099-8_61-1.

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