Piers-Harris Self-Concept Scale 2

About the measure

Subscales

Behavioural adjustment; Intellectual and school status; Physical appearance and attributes; Freedom from anxiety; Popularity; Happiness and Satisfaction

Example

My classmates make fun of me

Link

http://www.wpspublish.com/store/p/2912/piers-harris-childrens-self-concept-scale-second-edition-piers-harris‑2

Key Stage

Key Stage 2, Key Stage 3, Key Stage 4, Key Stage 5

Domains

Mental health and wellbeing, Perceptions of Self

Rating Psychometric

Rating Implementation

Implementation

No. of itemsⓘNumber of items included in the measure

FormatⓘType of response scale

Likert

RespondentⓘWho is asked to complete the measure.

Self

ScoringⓘStandardised: Can easily be summed or averaged Complex: Requires judgement or assessment on behalf of the scorer

Standardised

TimeⓘAn estimate of the time (in minutes) taken for an individual to complete one survey

15 min(s)

AgeⓘAge (in years) covered by the survey. Using the measure outside this age range may result in inaccurate information.

7 – 18 year(s)

Cost single purchaseⓘCost (if applicable) of purchasing the measure.

$164.50

Cost per childⓘDetails if there are additional costs per administration. This can vary, so if a cost is indicated, further contact with the publisher/author is recommended.

Psychometric

UK normsⓘWhether the measure has been calibrated with a UK sample (as opposed to generating psychometric details from a Foreign (e.g. USA) sample).

Yes

Chronbach's alphaⓘAn estimate of the reliability of the measure. A higher value indicates a more reliable measure (0.7 is normally considered a good benchmark for reliability).

.60-.93

Text retestⓘA measure of reliability. This indicates how ‘stable’ responses to a measure are over time.

Not reported

Inter-rater reliabilityⓘWhere observations (e.g. teacher or peer report rather than self report) are used, this measure of reliability indicates how closely related each score is. A higher value suggests a more reliable measure.

r= [.06,.54]

EFAⓘExploratory Factor Analysis – This is measure of the validity, showing how well the underlying structure of the domain is represented by the individual items. Higher values (factor loadings) indicate a good fit between items and the sub-domains of the measure.

6‑factor oblique

CFAⓘConfirmatory Factor Analysis – Similar to EFA, this measure of validity assesses the extent to which items fit pre-specified sub-domains of a measure. Higher values indicate a better fit.

Not reported

Criterion validityⓘAn assessment of how well the measures relates to other, well-validated assessments.

Not reported

Construct validityⓘFurther to the use of CFA and EFA, this reports any details demonstrating how well the measure is seen to represent the conceptual domain it comes from.

r= [-.46,-.08] with the measure Attitudes Towards Guns and Violence Questionnaire; r= [-.38,-.02] with the My Worst Experience Scale

Predictive validityⓘThe extent to which the measure can be seen to predict other outcomes.

Not reported

ResponsivenessⓘAn indicate of how well a measure if able to detect change during a pre-specified time (if applicable).

Not reported

Floor/CeilingⓘIndicates whether there are any issues with ceiling (maximum scores) or floor (minimum scores) effects with large portions of particular groups of respondents.

Not reported

References

Piers, E. V. (2002). The Piers-Harris children’s self concept scale. Los Angeles, CA: Western Psychological Services. Retrieved from https://www.wpspublish.com/store/Images/Downloads/Product/Piers-Harris-2_Manual.pdf

Piers-Harris Self-Concept Scale 2

About the measure

Subscales

Example

Link

Key Stage

Domains

Rating Psychometric

Rating Implementation

Implementation

No. of itemsⓘNumber of items included in the measure

FormatⓘType of response scale

RespondentⓘWho is asked to complete the measure.

ScoringⓘStandardised: Can easily be summed or averaged Complex: Requires judgement or assessment on behalf of the scorer

TimeⓘAn estimate of the time (in minutes) taken for an individual to complete one survey

AgeⓘAge (in years) covered by the survey. Using the measure outside this age range may result in inaccurate information.

Cost single purchaseⓘCost (if applicable) of purchasing the measure.

Cost per childⓘDetails if there are additional costs per administration. This can vary, so if a cost is indicated, further contact with the publisher/​author is recommended.

Psychometric

UK normsⓘWhether the measure has been calibrated with a UK sample (as opposed to generating psychometric details from a Foreign (e.g. USA) sample).

Chronbach's alphaⓘAn estimate of the reliability of the measure. A higher value indicates a more reliable measure (0.7 is normally considered a good benchmark for reliability).

Text retestⓘA measure of reliability. This indicates how ​‘stable’ responses to a measure are over time.

Inter-rater reliabilityⓘWhere observations (e.g. teacher or peer report rather than self report) are used, this measure of reliability indicates how closely related each score is. A higher value suggests a more reliable measure.

EFAⓘExploratory Factor Analysis – This is measure of the validity, showing how well the underlying structure of the domain is represented by the individual items. Higher values (factor loadings) indicate a good fit between items and the sub-domains of the measure.

CFAⓘConfirmatory Factor Analysis – Similar to EFA, this measure of validity assesses the extent to which items fit pre-specified sub-domains of a measure. Higher values indicate a better fit.

Criterion validityⓘAn assessment of how well the measures relates to other, well-validated assessments.

Construct validityⓘFurther to the use of CFA and EFA, this reports any details demonstrating how well the measure is seen to represent the conceptual domain it comes from.

Predictive validityⓘThe extent to which the measure can be seen to predict other outcomes.

ResponsivenessⓘAn indicate of how well a measure if able to detect change during a pre-specified time (if applicable).

Floor/CeilingⓘIndicates whether there are any issues with ceiling (maximum scores) or floor (minimum scores) effects with large portions of particular groups of respondents.

References

Cost per childⓘDetails if there are additional costs per administration. This can vary, so if a cost is indicated, further contact with the publisher/author is recommended.

Text retestⓘA measure of reliability. This indicates how ‘stable’ responses to a measure are over time.