Journal articles: '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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Huang, Hongyu, Lili Liu, Shaoyu Su, and Dandan Xie. "Self-consciousness and depression in precocious pubertal children." Journal of International Medical Research 49, no. 5 (May 2021): 030006052110202. http://dx.doi.org/10.1177/03000605211020227.

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Objective To explore self-consciousness and depression in children with precocious puberty (PP) and analyse its effect on children of both sexes. Methods Sixty children with PP and 60 non-PP children matched for sex and age participated in the study. Children were assessed using the Birleson Depression Self-Rating Scale for Children and the Piers–Harris Children’s Self-Concept Scale. Results There were significant differences in physical appearance and attributes, anxiety, happiness and satisfaction between PP children and non-PP children. PP children had significantly higher depression than non-PP children. In the PP group, girls were significantly more prone to anxiety and unhappiness than boys. Conclusion: There were sex differences in the effect of PP on children’s self-consciousness, and girls were more prone to anxiety and unhappiness. More attention should be paid to improving the physical and mental health of children with PP.

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Politino, Virginia, and Sarah L. Smith. "Attitude Toward Physical Activity and Self-Concept of Emotionally Disturbed and Normal Children." Adapted Physical Activity Quarterly 6, no. 4 (October 1989): 371–78. http://dx.doi.org/10.1123/apaq.6.4.371.

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This study investigated the relationship between attitude toward physical activity and self-concept of emotionally disturbed and normal children. The subjects were 470 boys and girls, ranging from 8 to 13 years of age (M = 10.95, SD = 1.91). The sample included 80 emotionally disturbed children from two psychiatric hospitals in Ohio and 390 normal children from a parochial school in Ohio. Data were collected through the Children’s Attitude Toward Physical Activity Inventory (CATPA) and the Piers-Harris Self-Concept Scale. A significant difference on CATPA occurred between emotionally disturbed and normal children and between boys and girls. A two-way ANOVA revealed a significant difference in self-concept between emotionally disturbed and normal children. The Pearson product-moment correlation revealed low but significant relationships between self-concept and the following subscales of the CATPA: social experience, thrill, and release of tension. The results indicated that normal children had a more positive attitude toward physical activity and self-concept than emotionally disturbed children.

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Yoon, Young-Soon, and Yoon-Mi Hur. "Twins Have Slightly Higher Self-Concepts Than Singletons in the Elementary School Period: A Study of South Korean Twins and Singletons." Twin Research and Human Genetics 9, no. 2 (April 1, 2006): 233–39. http://dx.doi.org/10.1375/twin.9.2.233.

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AbstractThe twin method assumes that the trait under study is similar in twins and singletons so that the results from twin samples can be generalized to the singleton population. The purpose of the present study was to compare self-concept in twins and singletons matched in parental level of education. The 6 cluster scales of the Piers-Harris Children's Self-Concept Scale (P-H) were administered to 630 singleton children and 635 twins aged 7 to 12 years. Model-fitting analyses yielded two conclusions. First, self-concept was generally similar between first- and second-born twins and between monozygotic and dizygotic twins across the 6 cluster scales of the P-H. Second, twins consistently exceeded singletons for all 6 cluster scales of the P-H. However, the effect sizes of differences between twins and singletons were small except for one scale, Physical Appearance and Attributes.

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Dr. Pham Thi Le Hang. "THE EFFECT OF THE EXERCISE PROGRAMS ON THE BOY’S SELF-CONCEPT." Innovative Journal of Medical and Health Science 9, no. 5 (May 31, 2019): 435–39. http://dx.doi.org/10.15520/ijmhs.v9i5.2585.

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This study is to investigate the effectiveness of an exercise program for children from10 to 11 years old. In this study, 30 subjects were divided into two groups of equalcontrol and training. After completing the procedure, the participants in the traininggroup performed the gymnastics training program for 12 weeks and the controlgroup did nothing. Data collection tool is a demographic questionnaire and a scale ofself-concept Piers-Harris. Kolmogorov-Smirnov test is used to test the normal distributionof samples. The research results show that in the training group, the size ofthe concept of self and the general self concept of children before and after exerciseinstrument increased significantly. The results also show that the size of happinessand satisfaction of children, both in the control group and in the training group, issignificantly different. The study, concluded that a training program in the field ofgymnastics training has significantly increased the level of self-concept of children.

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Shirazi, Malihe, Maryam Zarnaghash, and Alireza Dashti. "The Effect of Social Skills through Role-play on the Self-concept of Students with and without ADHD." New Trends and Issues Proceedings on Humanities and Social Sciences 4, no. 7 (November 3, 2017): 01–07. http://dx.doi.org/10.18844/prosoc.v4i3.2617.

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The aim of the present research is to find out the effect of role-playing on total self-concept score of students suffering from ADHD (attention-deficit hyperactivity disorder). Participants of this study were 120 children divided into two groups of 60. The first group included ADHD children, and the second group were normal children. The participants in the second group were randomly selected among the students of a primary school. The research instruments were ADHD Questionnaire (Tavakoli, 1380), Piers-Harris Children's Self-Concept, and Scale Role-playing scenarios & Clinical interview. The data gathered through the questionnaires were analyzed by the t-test. This is the indicator of a positive effect of role-playing on selfconcept of the students with or without ADHD. Keywords: role-playing; self-concept; ADHD;

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Flahive, Mon-hsin Wang, Ying-Chih Chuang, and Chien-Mo Li. "Reliability and Validity Evidence of the Chinese Piers-Harris Children’s Self-Concept Scale Scores Among Taiwanese Children." Journal of Psychoeducational Assessment 29, no. 3 (September 13, 2010): 273–85. http://dx.doi.org/10.1177/0734282910380191.

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Fernell, Elisabeth, Christopher Gillberg, and Lennart von Wendt. "Self-esteem in children with infantile hydrocephalus and in their siblings. Use of the Piers-Harris Self-Concept Scale." European Child & Adolescent Psychiatry 1, no. 4 (October 1992): 227–32. http://dx.doi.org/10.1007/bf02094183.

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Beer, John. "Relationship of Divorce to Self-Concept, Self-Esteem, and Grade Point Average of Fifth and Sixth Grade School Children." Psychological Reports 65, no. 3_suppl2 (December 1989): 1379–83. http://dx.doi.org/10.2466/pr0.1989.65.3f.1379.

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61 children (33 in Grade 5 and 28 in Grade 6) participated and were administered the Piers-Harris Self-concept Test, the Coopersmith Self-esteem Inventory—School Form, and the Children's Depression Inventory. At the end of the school year grade point averages (GPAs; 12-point scale) were calculated and Iowa Tests of Basic Skills were taken from their transcripts. Among the 58, 21 children were from divorced homes (10 girls and 11 boys) and 37 were from nondivorced homes (21 girls and 16 boys). Other subjects' data were not used because some data were missing. Children from divorced homes scored significantly lower on the self-concept test, self-esteem tests, and GPAs than children from nondivorced homes, although both scores would be considered average. Girls had significantly higher GPAs than boys. Children from divorced homes scored significantly higher on the Children's Depression Inventory than children from nondivorced homes, but there were no significant effects for the composite score from the Iowa Tests of Basic Skills for marital status of parents. Present results agree with prior observations that divorce has negative effects upon the children involved.

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Huang, Anyan, Mingfan Sun, Xuanzhi Zhang, Yuhang Lin, Xuecong Lin, Kusheng Wu, and Yanhong Huang. "Self-Concept in Primary School Student with Dyslexia: The Relationship to Parental Rearing Styles." International Journal of Environmental Research and Public Health 18, no. 18 (September 15, 2021): 9718. http://dx.doi.org/10.3390/ijerph18189718.

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Dyslexic children may be more likely to form a negative self-concept, especially with poor educational experiences and negative parenting. The purpose of the present study was to investigate the self-concept of Chinese dyslexic children in primary school, and explore the influence factors of self-concept as well as its relationship with parenting style. A total of 50 children with dyslexia and 50 non-dyslexics matched for age, grade and gender participated in the study. We used the Piers-Harris children’s self-concept scale (PHCSS) and the Chinese version of Egna Minnen Beträffande Uppfostran for Children (EMBU-C) to evaluate the self-concept and parenting styles of the study population. Our results indicated that the academic competence, popularity and general self-concept in the dyslexic group were significantly lower than those in the control group (p < 0.05). Based on the multivariate linear regression, we also found that residence (β = −0.32, p < 0.05) and physical activity (β = 0.36, p < 0.01) may influence factors self-concept in dyslexic children. In addition, a moderate and positive correlation was found between the self-concept of physical appearance and maternal emotional warmth (r = 0.36, p < 0.05) by using the Spearman correlation analysis. Our outcomes suggested that children with dyslexia have a poorer self-concept than typical developing children. The self-concept of dyslexic children should be improved in order to achieve better physical and mental development.

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Andersson, G. B., C. Gillberg, E. Fernell, M. Johansson, and A. Nachemson. "Children with surgically corrected hand deformities and upper limb deficiencies: self-concept and psychological well-being." Journal of Hand Surgery (European Volume) 36, no. 9 (June 28, 2011): 795–801. http://dx.doi.org/10.1177/1753193411412869.

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We studied self-concept and psychological well-being in children with hand deformities and upper limb deficiencies. Ninety-two children, 53 boys, 39 girls, aged 9–11 years were included. The children were divided into two subgroups – one with milder (less visible) deformities and one with severe (more complex and visible) finger–hand–arm deformities. Of the 92 children, 79 had received reconstructive surgery, and 13 had been treated with prostheses. The Piers–Harris Children’s Self-Concept Scale (PHCSCS) was used to measure self-esteem and well-being. Overall PHCSCS scores showed that the whole hand deformity group had ‘good’ self-concept with mean scores in excess of 60 points, equal to a comparison group of healthy children. Within the hand deformity group, those with mild deformities had lower scores than those with severe deformities. This result was also found in the group of boys but not in the girls. The children with severe deformities had even higher scores than the comparison group regarding the subscale ‘Intellectual and School Status’. The children with milder deformities had lower scores than the comparison group regarding the subscale ‘Popularity’.

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Zanoti-Jeronymo, Daniela Viganó, and Ana Maria Pimenta Carvalho. "Self-concept, academic performance and behavioral evaluation of the children of alcoholic parents." Revista Brasileira de Psiquiatria 27, no. 3 (September 2005): 233–36. http://dx.doi.org/10.1590/s1516-44462005000300014.

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OBJECTIVE: It has been shown that being the child of an alcoholic is a risk factor for the development of alcoholism in adulthood. Due to the suffering caused by living with alcoholic parents, other vulnerabilities appear in such children. Among these are low self-esteem, poor academic performance and behavioral problems. This work aims to comparatively evaluate children of alcoholic parents and children of nonalcoholic parents. METHODS: The study design was quasi-experimental, involving two comparison groups. Two groups of 20 children were selected. The groups consisted of 10- to 12-year-old male and female children. One group comprised children of alcoholic parents, whereas the other comprised children of nonalcoholic parents. The self-concepts of these children were evaluated using the Piers-Harris Children's Self-Concept Scale as well as the Academic Performance Test. Their mothers participated in the study by answering questions related to the behavior of their children on the Rutter A2 scale of Child Behavior. RESULTS: The results showed that the children of alcoholic parents tended to have more negative self-concepts and presented lower academic performance in reading and arithmetic than did children of nonalcoholic parents. Based on the responses given by the mothers, the children of alcoholic parents presented more behavioral problems than did those of nonalcoholic parents. CONCLUSIONS: The results of this study confirm those of other studies and call attention to the need to be aware of the potential vulnerabilities of children of alcoholic parents and, especially, to try to minimize such vulnerabilities, thereby altering the course of psychological suffering that can mark their lives.

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Kelly, Edward J., and John C. Van Vactor. "Distinguishing between Conduct-Problem and Emotionally Disturbed Students in Elementary School: A Five-Instrument Discriminant Analysis." Psychological Reports 70, no. 1 (February 1992): 311–19. http://dx.doi.org/10.2466/pr0.1992.70.1.311.

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Five instruments, the Children's Manifest Anxiety Scale, Differential Test of Conduct and Emotional Problems, Personality Inventory for Children, Piers-Harris Children's Self-concept Scale, and Revised Behavior Problem Checklist, were employed to effect differentiations between 44 conduct-problem and 31 emotionally disturbed students placed in public elementary school classes for the severely emotionally handicapped. Discriminant analysis of each test's rate of classification germane to both a preassessment categorization as conduct-problem vs emotionally disturbed and a postassessment classification as no problem vs conduct-problem vs emotionally disturbed vs combined problem is presented. The analysis indicated that the Differential Test of Conduct and Emotional Problems, Personality Inventory for Children, and Revised Behavior Problem Checklist can, with variable effectiveness, significantly classify groups using such pre- and postassessment information.

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Naz, Shaista, and Nasir Sulman. "A Comparative Study Of The Efficacy Of Intervention Program On Girl Children With Mental Retardation." Pakistan Journal of Gender Studies 6, no. 1 (December 8, 2012): 205–17. http://dx.doi.org/10.46568/pjgs.v6i1.410.

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This study was an attempt to compare self-concept and adjustment state of mentally retarded girls who were attending the special school (with intervention program), who are not attending the special school (without intervention program) and normal healthy girls attending regular school. The investigator hypothesized that the mentally retarded girls with an intervention program would differ socially and emotionally from the mentally retarded girls without an intervention program. For the nature of the design of the study, participants for this study were divided into three groups. With the help of purposive sampling (non-probability method), the participant girls were selected in such a manner that ten girls in each group were matched in age and severity with girls in each of the three groups. For the purpose of data collection, Piers Harris Children’s Self Concept Scale and The AML Rating Scale were used by the investigators. The findings of the study thus did confirm on the whole the assumption that mentally retarded girls with an intervention program would differ emotionally and socially from mentally retarded girls without intervention program.

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Readdick, Christine A., and G. Robert Schaller. "Summer Camp and Self-Esteem of School-Age Inner-City Children." Perceptual and Motor Skills 101, no. 1 (August 2005): 121–30. http://dx.doi.org/10.2466/pms.101.1.121-130.

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The present study was designed to test the hypothesis that a session of summer camp would increase the self-esteem of economically disadvantaged, school-age children from New York's inner-city neighborhoods. This study was conducted at a small, coeducational residential summer camp in the Pocono Mountains designed for children ages 6–12 years from low-income areas of New York City. During each of four 12-day sessions, the Piers-Harris Children's Self-concept Scale was administered as a pretest and posttest to a sample of 68 children (36 boys and 32 girls; 33 African American, 34 Hispanic, and 1 Asian) of 742 attending camp for the summer. Children scored significantly higher on the measure of self-esteem at the end of camp than at the beginning. Positive descriptions and ratings of self on popularity increased significantly. Observations and interviews with children suggested physical and social environmental features, such as contact with nature and having the same counselor as a previous year, may support self-esteem. Findings are discussed within a framework for biophilia, an innate urge to affiliate with nature which unfolds from earliest childhood on.

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Simões, Fátima, Leonor Rodrigues, Graça Esgalhado, and Carina Guimarães. "Desenvolvimento do auto-conceito pela tutoria pedagógica por crianças do primeiro ciclo." Psicologia Escolar e Educacional 12, no. 2 (December 2008): 327–36. http://dx.doi.org/10.1590/s1413-85572008000200004.

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O conceito de identidade aparece, de forma recorrente, em diversas áreas da psicologia, embora nem sempre com o destaque que merece em termos do impacto que têm as relações interpessoais em grupos específicos. O seu carácter relacional e a sua tendência para o crescimento quando são proporcionadas experiências cooperativas, dão suporte à nossa investigação cujo objectivo era testar o impacto de um programa de intervenção junto de uma amostra de 60 crianças a frequentar o 1º ciclo em escolas da Beira Interior. A adaptação portuguesa do Piers-Harris Children´s Self-Concept Scale (Veiga, 1989) foi o instrumento utilizado numa metodologia de pré-teste/pós-teste com grupo de controlo. Os resultados apontam para uma evolução dos resultados do grupo experimental entre o pré-teste e o pós-teste.

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Miklankova, Ludmila. "Motor skills as a predictor of adaptive behaviour of pupils – pilot study." New Trends and Issues Proceedings on Humanities and Social Sciences 4, no. 6 (December 30, 2017): 202–9. http://dx.doi.org/10.18844/prosoc.v4i6.2931.

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The level of motor skills is an important indicator of a child’s optimal growth and development. Shortcomings in this area can cause a gradual decrease in the child’s activity in the school group, which negatively effects the child’s adaptive behaviour. The aim of this pilot study was to analyse the relationship between the level of motor skills and the ability to adapt in a given social group – school class. The research group obtained 110 pupils of primary school aged 9–11. The data about adaptive behaviour skills were collected by Piers-Harris Children’s Self-Concept Scale 2. The level of motor skills was monitored by TGMD-2 test. The research was authorised by the ethical committee of the pedagogical faculty at Olomouc. The aimed development of motor skills could lead to adaptation of pro-social behaviour also in older age categories. The data were collected within the Project IGA_PdF_2017_002. Keywords: Motorics, primary school, readjustment, children

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Koca, Orhan, Mehmet Akyüz, Bilal Karaman, Zeynep Yesim Özcan, Metin Öztürk, Zülfü Sertkaya, and Muhammet Ihsan Karaman. "Evaluation of depression and self-esteem in children with monosymptomatic nocturnal enuresis: A controlled trial." Archivio Italiano di Urologia e Andrologia 86, no. 3 (September 30, 2014): 212. http://dx.doi.org/10.4081/aiua.2014.3.212.

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Objectives: Nocturnal enuresis (NE) is very common and is one of the most common causes for patients to be admitted to urology, pediatrics, child psychiatry and child surgery departments. We aimed to investigate the effect on depression and self-esteem of this disorder that can cause problems on person's social development and human relations. Material and methods: 90 patients who were admitted to our clinic with complaints of nocturnal enuresis were enrolled. Investigations to rule out organic causes were performed in this group of patients. Out of them 38 children and adolescents (age range 8-18 years) with primary monosymptomatic nocturnal enuresis (PMNE) agreed to participate in the study In the same period 46 healthy children and adolescents with a similar age range without bed wetting complaint were included in the study as a control group. The age of the family, educational and socioeconomic level were questioned and Piers-Harris Children's Self-Concept Scale (PHCSCS) and Children's Depression Inventory (CDI) forms were filled out. Results: Mean age of the cases (18 females or 47.4% and 20 males or 52.6%) was 10.76 ± 3.82 years whereas mean age of controls (26 females or 56.5% and 20 males or 43.5%) was 10.89 ± 3.11 years. Depression scale was significantly higher (p = 0.001) in the case group than in the control group (10.42 ± 4.31 vs 7.09 ± 4.35). In both groups there was no statistically significant difference by age and sex in terms of depression scale (p > 0.05). Conclusion: NE is widely seen as in the community and is a source of stresses either for children and for their families. When patients were admitted to physicians for treatment, a multidisciplinary approach should be offered and the necessary psychological support should be provided jointly by child psychiatrists and psychologists.

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Silva Santos, Mário Alberto, Maria Da Gloria Franco, Natalie De Nobrega Santos, and Elisabete Porto Silva. "“OUTDOOR TRAINING COMO METODOLOGÍA PARA POTENCIAR LA INTELIGENCIA EMOCIONAL EN NIÑOS DE 1.º CICLO”." International Journal of Developmental and Educational Psychology. Revista INFAD de Psicología. 2, no. 1 (September 18, 2016): 429. http://dx.doi.org/10.17060/ijodaep.2014.n1.v2.458.

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Abstract:Supported by a change of mentality, which coincides with the entry of the century, the investigations begin to question the intelligence quotient as a predominant factor in achieving social and professional success, going to defend the emotional quotient. Thus, we advocate its improvement in children and young people to equip them with differentiating competencies. Outdoor Training, which places individuals in natural settings outside their comfort zone, is shown as a methodology to better and faster learning than the traditional model. For this reason, it is being developed at this time a research project that aims to assess whether the methodology of outdoor training, used to work socio-emotional skills in executives, is also valid for working competences in children in basic education. For this, we chose an experimental study, which includes 162 students from two public schools in 1.º cycle of basic education Funchal Council, a group operating as an experimental group ( 83 students ) who participate in outdoor training activities during the academic year 2013/2014, and a control group (79 students). Children will be assessed at two points, at the beginning and end of the school year through the following instruments: the Bar -On Emotional Quotient Inventory test: Youth Version (Candeias & Rebocho, 2007), the Test of Emotional Comprehension (TEC, Ponst , Harris, & de Rosnay, 2004), the questionnaire Socially in Action (Socialmente em Acção, SA, Candeias, 2008), Social Cognitive Test Inteligência (Prueva Cognitiva de Inteligência Social, PCIS, Candeias, 2007); Raven’s progressive matrices (Simões , 2000) and the Piers-Harris Children’s Self-Concept Scale (PHCSCS -2, Veiga , 2006). By now it was made the first evaluation and are being developed outdoor training activities with the experimental group. In this paper, we present some qualitative results of the developments observed in the students who are participating in these activities.Keywords: Outdoor Training, Emotional Intelligence, Social IntelligenceResumen:Apoyados por un cambio de mentalidad, que coincide con la entrada del siglo XXI, las investigaciones comienzan a poner en duda el coeficiente de inteligencia como factor predominante para alcanzar éxito social y profesional, pasando a defender el coeficiente emocional. Así, defendemos su perfeccionamiento en niños y jóvenes para dotarlos de competencias diferenciadoras. El Outdoor Training, que coloca a los individuos en contextos naturales fuera de su zona de conforto, se ha mostrado como una metodología que permite mayor eficacia y rapidez de aprendizaje que el modelo tradicional. Por esta razón, está siendo desarrollado en este momento un proyecto de investigación que pretende evaluar si la metodología de outdoor training, utilizada para trabajar competencias socioemocionales en empresarios, es también válida para trabajar competencia de niños de educación básica. Para tal, optamos por un estudio experimental, que incluye 162 alumnos de dos escuelas públicas de 1.º ciclo de educación básica del Concejo de Funchal, funcionando un grupo como grupo experimental (83 alumnos), que participará en actividades de outdoor training durante el año lectivo 2013/2014; y un grupo de control (79 alumnos). Los niños serán evaluados en dos momentos, al inicio y al final del año lectivo a través de los siguientes instrumentos: el test Bar-On Emotional Quotient Inventory: Youth Version (Candeias & Rebocho, 2007); el Test of Emotional Comprehension (TEC, Ponst, Harris, & de Rosnay, 2004); el cuestionario Socialmente em Acção (SA, Candeias, 2008); la Prueba Cognitiva de Inteligência Social (PCIS, Candeias, 2007); las matrizes progressivas coloridas de Ravem (MPCR, Simões, 2000) y el Piers-Harris Children’s Self-Concept Scale (PHCSCS-2 Veiga, 2006). En este momento ya fue realizada la primera evaluación y están siendo desarrolladas las actividades de outdoor training con el grupo experimental. En esta comunicación presentaremos algunos resultados cualitativos de la evolución observada en los alumnos que están participando en estas actividades.Palabras Clave: Outdoor Training, Inteligencia Emocional, Inteligencia Social

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Collins, Louise C., Norman F. Kafer, and John D. Shea. "The piers-harris children's self concept scale: An australian study." Australian Psychologist 20, no. 2 (July 1985): 177–93. http://dx.doi.org/10.1080/00050068508256164.

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ALEXOPOULOS, DEMETRIOS S. "CONSTRUCT VALIDITY OF THE PIERS-HARRIS CHILDREN'S SELF-CONCEPT SCALE." Psychological Reports 91, no. 7 (2002): 827. http://dx.doi.org/10.2466/pr0.91.7.827-838.

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Blass, Thomas, and Karen W. Bauer. "Predicting behavior from the Piers-Harris Children's self-concept scale." Personality and Individual Differences 9, no. 5 (January 1988): 919–21. http://dx.doi.org/10.1016/0191-8869(88)90011-6.

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Benson, Jeri, and Joan Rentsch. "Testing the Dimensionality of the Piers-Harris Children's Self-Concept Scale." Educational and Psychological Measurement 48, no. 3 (September 1988): 615–26. http://dx.doi.org/10.1177/0013164488483005.

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Piers, Ellen V., and Dale B. Harris. "When You Plan A Remedial Program, Don't Forget Self-Concept… The Piers-Harris Children'S Self-Concept Scale." Intervention in School and Clinic 26, no. 1 (September 1990): 13. http://dx.doi.org/10.1177/105345129002600104.

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Cooley, Eric, and Robert Ayres. "Cluster Scores for the Piers-Harris Children's Self-Concept Scale: Reliability and Independence." Educational and Psychological Measurement 48, no. 4 (December 1988): 1019–24. http://dx.doi.org/10.1177/0013164488484017.

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Huebner, E. Scott. "Conjoint analyses of the students' life satisfaction scale and the Piers-Harris self-concept scale." Psychology in the Schools 31, no. 4 (October 1994): 273–77. http://dx.doi.org/10.1002/1520-6807(199410)31:4<273::aid-pits2310310404>3.0.co;2-a.

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Choi, Seungsook. "A Preliminary Study for the Standardization of the Piers-Harris Children’s Self-Concept Scale." Special Education Research 12, no. 1 (February 28, 2013): 61. http://dx.doi.org/10.18541/ser.2013.02.12.1.61.

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Simola, Sheldene K., and Ronald R. Holden. "Equivalence of Computerized and Standard Administration of the Piers-Harris Children's Self-Concept Scale." Journal of Personality Assessment 58, no. 2 (April 1992): 287–94. http://dx.doi.org/10.1207/s15327752jpa5802_8.

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Feldhusen, John F., and Amy L. Nimlos-Hippen. "An Exploratory Study of Self Concepts and Depression among the Gifted." Gifted Education International 8, no. 3 (September 1992): 136–38. http://dx.doi.org/10.1177/026142949200800303.

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The purpose of this study was to determine the effects of gifted programs on self-concepts and depressive symptoms in gifted and talented program participants. The eighty-two fifth and sixth grade participants included students in special full-time classes for the gifted, students in pullout classes for the gifted, and students in regular classes. Instruments included two self-concept measures—the ME Scale and the Piers-Harris Children's Self-Concept Scale—and one depression measure, the Reynolds' Adolescent Depression Scale (RADS). Sixth grade gifted groups (pullout and selfcontained) scored higher on measures of self-concept than nongifted groups. No other main effects were found for either self-concept measure or for the depression scale (RADS).

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Taejin Choi and Heeyeong Lee. "A Preliminary Study for the Korean Version of the Piers-Harris Children’s Self-Concept Scale." Korea Journal of Counseling 16, no. 5 (October 2015): 267–82. http://dx.doi.org/10.15703/kjc.16.5.201510.267.

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Gómez, Areopagita Yésyka Bustillos. "Self-concept as a Factor in Academic Achievement." European Journal of Interdisciplinary Studies 3, no. 3 (May 19, 2017): 138. http://dx.doi.org/10.26417/ejis.v3i3.p138-147.

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This research presents a description of the results of the Piers-Harris Self-concept Assessment Scale (1984), applied anonymously among 300 students at a Technical Junior High School in Mexico City, for comparing with academic achievement or grade averages. To interpret the results, the questionnaires were grouped according to similar grade averages and total scores on the scale. As a result we got four sets of questionnaires, or four possible forms of perceiving academic self-concept related with grade averages. In agreement with the interpretation of the subtotal scores and items, generally talking it is possible to express that the need of social interaction; the obedience to hierarchical figures as the teacher; the vision that luckiness is related with learning; and a probable sense of helplessness or futility; mixed with political, economic, and social circumstances have influenced the attitude of Mexicans toward learning and their perceptions of academic self-concept.

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Gómez, Areopagita Yésyka Bustillos. "Self-concept as a Factor in Academic Achievement." European Journal of Interdisciplinary Studies 8, no. 1 (May 19, 2017): 138. http://dx.doi.org/10.26417/ejis.v8i1.p138-147.

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This research presents a description of the results of the Piers-Harris Self-concept Assessment Scale (1984), applied anonymously among 300 students at a Technical Junior High School in Mexico City, for comparing with academic achievement or grade averages. To interpret the results, the questionnaires were grouped according to similar grade averages and total scores on the scale. As a result we got four sets of questionnaires, or four possible forms of perceiving academic self-concept related with grade averages. In agreement with the interpretation of the subtotal scores and items, generally talking it is possible to express that the need of social interaction; the obedience to hierarchical figures as the teacher; the vision that luckiness is related with learning; and a probable sense of helplessness or futility; mixed with political, economic, and social circumstances have influenced the attitude of Mexicans toward learning and their perceptions of academic self-concept.

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Folk, Lori, Jan Pedersen, and Salvatore Cullari. "Body Satisfaction and Self-Concept of Third-And Sixth-Grade Students." Perceptual and Motor Skills 76, no. 2 (April 1993): 547–53. http://dx.doi.org/10.2466/pms.1993.76.2.547.

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Pubertal development has been implicated as the point of origin for decreased body satisfaction and self-concept for girls from prepubertal levels and an increase in body satisfaction and self-concept for boys. Two groups of boys and girls in Grades 3 and 6 completed a Body Satisfaction Questionnaire and the Piers-Harris Self-concept Scale to test this assumption. The third graders were considered to be prepubertal and sixth graders as early pubertal. The sixth-grade boys scored lower on body satisfaction than third-grade boys, and their self-concept scores were positively correlated with body satisfaction scores. For girls, body satisfaction scores were correlated with self-concept in both grades, and few significant differences were found between grades. For girls apparently the relationship between body satisfaction and self-concept may be present before the onset of puberty.

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Lenkowsky, Ronald S., Mark Dayboch, Ellis I. Barowsky, Larry Puccio, and Barbara E. Lenkowsky. "Effects of Bibliotherapy on the Self-Concept of Learning Disabled, Emotionally Handicapped Adolescents in a Classroom Setting." Psychological Reports 61, no. 2 (October 1987): 483–88. http://dx.doi.org/10.2466/pr0.1987.61.2.483.

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Learning disabled, emotionally handicapped adolescents maintain poor strategies for coping with exigencies of environment. Attempts to gain direct access to these problem areas for remediation often result in a defensive withdrawal and reinforcement of maladaptive techniques in dealing with stress. Bibliotherapy offers a method through which adolescents can observe parallel stresses at an affective distance and incorporate change without a direct threat to personal independence. The present study employed bibliotherapeutic techniques for two of four groups of learning disabled, emotionally handicapped adolescents. Administration of the Piers-Harris Children's Self-concept Scale shows a change in mean postintervention self-concept for the two groups under the bibliotherapeutic condition. Implications are discussed.

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Fabrizi, Michael S., and Howard R. Pollio. "Are Funny Teenagers Creative?" Psychological Reports 61, no. 3 (December 1987): 751–61. http://dx.doi.org/10.2466/pr0.1987.61.3.751.

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To assess relationships among measures of humor, creativity, and self-concept in early and late adolescents, seventh and eleventh grade students were evaluated on the basis of observational, rating, and psychometric procedures. These included direct observation of humorous events as well as teachers', peers', and raters' judgments of humorousness and creativity. Psychometric measures included the Torrance test and the Piers-Harris Self-concept Scale. For students in both grades, significant correlations were obtained between teachers', observers', and students' ratings of humorousness and humor production. While there were few significant correlations among creativity, humor, and self-concept for seventh graders, for eleventh graders there were many positive correlations. Results were taken to suggest that being humorous is part of a different complex of personal characteristics for seventh and eleventh graders.

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Wright, Jennifer, and Jo E. Cowden. "Changes in Self-Concept and Cardiovascular Endurance of Mentally Retarded Youths in a Special Olympics Swim Training Program." Adapted Physical Activity Quarterly 3, no. 2 (April 1986): 177–83. http://dx.doi.org/10.1123/apaq.3.2.177.

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Although It has been said that Special Olympics competition contributes significantly to the physical fitness and self-concept of mentally retarded participants, no experimental research has been reported on the Special Olympics program. The purpose of this study was to investigate changes in self-concept and cardiovascular endurance of mentally retarded youths after participating in a Special Olympics swim training program. One group (N = 25) participated in a 10-week Special Olympics swim training program, while the control group (N = 25) adhered to their normal daily living activities. The 9-Minute Run/Walk test yielded the data for measuring cardiovascular endurance, and the Piers and Harris Children’s Self-Concept Scale was selected to measure self-concept. Results of the analysis of variance for each test were significant. It was concluded from the findings of this study that participation of mentally retarded youth in a Special Olympics swim training program contributed to a significant increase in self-concept and cardiovascular endurance.

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Rosa Guillamón, Andres, Eliseo Garcia Canto, and Pedro Jose Carrillo López. "Actividad física, condición física y autoconcepto en escolares de 8 a 12 años (Physical activity, physical fitness and self-concept in schoolchildren aged between 8 to 12 years old)." Retos, no. 35 (October 16, 2018): 236–41. http://dx.doi.org/10.47197/retos.v0i35.64083.

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Este artículo analizó la relación entre actividad física, condición física y autoconcepto. Un total de 103 escolares (8-12 años) participaron en la evaluación de dichas variables. La condición física se valoró mediante diversas pruebas de la Batería ALPHA-Fitness, el nivel de actividad física se calculó a través del cuestionario PACE y el autoconcepto se midió utilizando la Escala de Autoconcepto de Piers-Harris. Las pruebas estadísticas fueron: T-student, U de Mann-Whitney y Krustal-Wallis. Aquellos físicamente activos tuvieron mejores registros en las dimensiones conductual, intelectual, falta de ansiedad y global. Aquellos con mayor condición física mostraron un mejor autoconcepto físico (p = .013), social (p = .003) y global (p = .085). Aquellos físicamente activos y con mayor condición física tuvieron un mejor autoconcepto intelectual (p = .007), social (p = .010) y global (p = .010). Ser físicamente activo y tener un mayor nivel de condición física podría predecir un autoconcepto más positivo en escolares de la Región de Murcia.Abstract. This article analized the relationship between physical activity, physical condition and self-concept. A total of 103 schoolchildren (8-12 years old) participated in the assessment of these variables. Physical fitness was assessed through various tests from the ALPHA-Fitness Battery, level of physical activity was calculated through the PACE questionnaire, and self-concept was measured using the Piers-Harris Self-concept Scale. T-student, Mann-Whitney U, and Krustal-Wallis were employed for statistical analysis. Those who were physically active had better values in behavioral and intellectual domains of self-concept, as well as in lack of anxiety, and global self-concept. Those with greater physical fitness showed a better physical (p = .013), social (p = .003) and global (p = .085) self-concept. Those physically active with greater physical fitness had a better intellectual (p = .007), social (p = .010) and global (p = .010) self-concept. Being physically active and having a higher level of fitness could predict a more positive self-concept in schoolchildren of Murcia (Spain).

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Nahvi, Atekeh, Moosa Javdan, and Abdolvahab Samavi. "Predicting young adults’ self-concept with couples’ coordination and intellectual mutuality in Qeshm County in Iran." LAPLAGE EM REVISTA 7, no. 2 (January 7, 2021): 243–51. http://dx.doi.org/10.24115/s2446-6220202172712p.243-251.

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The present study was intended to predict young adults’ self-concept according to couples’ coordination and intellectual mutuality. The study’s statistical population consists of Qeshm County high-school students and their parents, and their data was collected from March 2014 until August 2015. The sample of this descriptive-co relational study consisted of 200 individuals selected using the convenience sampling method. For data analysis, simple correlation and multivariate regression were used in the deductive section to predict and analyze the relationship between variables. This study used the Piers-Harris Children's Self-Concept Scale (CSCS) and the Iranian Couples’ Intellectual Mutuality and Coordination Questionnaire by Javedan (2013), as well as SPSS 21 for data analysis. The results showed a simple and multivariate relationship between the young adults’ self-concept and couples’ intellectual mutuality, and these variables were significant at the P≤0.01 level.

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Terzi-Unsal, Sevim, and Emine Gul Kapci. "RISK FACTORS FOR SUICIDAL BEHAVIOR: PSYCHOSOCIAL RISK MODELS WITH TURKISH ADOLESCENTS." Social Behavior and Personality: an international journal 33, no. 6 (January 1, 2005): 593–608. http://dx.doi.org/10.2224/sbp.2005.33.6.593.

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This study aimed to test three different suicide models for adolescents residing in a Turkish City, Batman. A total of 605 adolescents from five different high schools participated in this study (M=411, F=190, sex of 4 participants not recorded). A Psychosocial Variables Form (developed for this study), the Offer Self-Image Questionnaire (Offer, Ostrov, Howard, & Dolan, 1989, adapted by Sahin 1993), the Adolescence Life Events Questionnaire (Kapci & Terzi-Unsal, 2001), the Piers-Harris Self-Worth Scale for Children (Harris & Piers, 1969, adapted by Catakli & Oner, 1996), the Suicide Behaviors Questionnaire (Linehan & Nielsen, 1981, adapted by Bayam, Dilbaz, Bitlis, Holat, & Tuzer, 1995), the Beck Hopelessness Scale (Beck, Weissman, Lester, & Trexler, 1974, adapted by Durak, 1994), the Suicide Ideation Questionnaire (Dilbaz, Holat, Bayam, Tuzer, & Bitlis, 1995), the Brief Symptom Inventory (Derogatis, 1992, adapted by Sabin & Durak, 1994) and the Multidimensional Scale for Perceived Social Support (Zimmet, Dahlen, Zimmet, & Farley, 1998, adapted by Eker & Arkar, 1995) were utilized. The data were analyzed by using Structural Equation Modeling. The findings suggest that adolescent life events, psychosocial variables, social support and self-image are secondary risk factors for adolescent suicides, predicting self-worth, psychological health and hopelessness. These variables, in turn, predicted suicide ideation – identified as a primary risk factor – that predicted suicide behaviors. The results are discussed in the context of primary-secondary risk factors for adolescent suicides.

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Rechtik, Zdenek. "Motor skills in context of popularity in a group of school classes in children." New Trends and Issues Proceedings on Humanities and Social Sciences 4, no. 6 (December 30, 2017): 122–29. http://dx.doi.org/10.18844/prosoc.v4i6.2921.

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Self-concepts of very young children are consistently high but that with increasing life experience, and children learn their relative strengths and weaknesses, so that mean levels of self-concept decline, multiple dimensions of self-concept become more differentiated. Self-concepts become more highly correlated with external indicators of competence (skills and accomplishments). Well-developed motor abilities lead to positive feedback from significant others (teachers, parents, peers) which are related to positive emotions and motivation for physical activity. The data were measured by Piers–Harris questionnaire, and the level of motor skills was monitored by TGMD – two tests within the project IGA_PdF_2017_002. The research group consisted of 300 pupils (149 boys and 151 girls) in the middle school age (9–11 years). Based on the research results, we can say that the level of gross motor skills contributes on child’s adaptation in the group of school classes. It is necessary to examine this area further, support physical activity of children in young school age and intentionally develop children’s motor skills. Keywords: Primary school, children, school class, gross motor skills.

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Ke, Siyuan, Yanjie Yang, Xiuxian Yang, Xiaohui Qiu, Zhengxue Qiao, Xuejia Song, Erying Zhao, Wenbo Wang, Jiawei Zhou, and Yuewu Cheng. "Factors influencing self-concept among adolescents infected with HIV: a cross-sectional survey in China." BMJ Open 10, no. 5 (May 2020): e022321. http://dx.doi.org/10.1136/bmjopen-2018-022321.

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OverviewThe mental health problems of adolescents with human immunodeficiency virus (HIV) are important. It is of great significance to explore which factors can affect the self-evaluation and understanding of adolescents with HIV.ObjectiveWe found that adolescents with HIV have a lower level of self-concept than healthy adolescents. This study aimed to determine the factors influencing self-concept among adolescents with HIV in China.SettingA questionnaire was distributed among a total of 290 adolescents in Henan Province, China. One hundred and forty questionnaires were distributed in the case group (adolescents with HIV) and the control group (healthy adolescents) was issued 150 questionnaires.The Piers-Harris Children’s Self-concept Scale, the Perceived Stress Scale, the Perceived Social Support Scale and the Simplified Coping Style Questionnaire were adapted for a Chinese population. Differences between the groups were tested for significance using Student’s t-test, and analysis of variance was used to test continuous variables. The relationship between environmental personality factors and adolescent self-concept was examined by Pearson correlation analysis. Hierarchical linear regression analysis was used to model the effects of environmental personality factors on self-concept.ResultsThe self-concept total score among adolescents with HIV was significantly lower than healthy adolescents (p<0.05). Hierarchical regression analysis indicated that age (β=−0.19, t=−2.16, p=0.03), perceived stress (β=−0.19, t=−2.22, p=0.03), perceived social support (β=0.26, t=3.25, p=0.00), positive coping style (β=0.50, t=5.75, p=0.00) and negative coping style (β=−0.45, t=−5.33, p=0.00) were significantly associated with self-concept total scores.ConclusionsThe self-concept of adolescents with HIV is related to perceived stress, perceived social support and coping style. These findings underline the significance of self-concept among adolescents infected with HIV.

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

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