Piers-Harris Childrens Self-Concept Scale, Second Edition

Ellen V. Piers, Ph. D.

David S. Herzberg, Ph. D.

I.

About the Author

II.

Test Editions
Piers-Harris First Edition
- 80 items
- Sample was recruited in the early 1960s from a single public school
system in rural Pennsylvania, and was relatively homogenous in terms of
ethnicity and several key demographic variables.
- 4th to 12th graders only

III.

Development of Piers-Harris Self-Concept Scale 2

- Published November 2003.
- The norms were based on a sample of 1,387 students, aged 7 to 18 years
old, who were recruited from school districts all across the United States.
The sample closely approximates the ethnic composition of the U.S.
population (U.S. Bureau of the Census, 2001a.)
- Represents the culmination of a careful revision process.
- The general goals of this process were to enhance the ease of use and
psychometric foundation of the test, while preserving the many
characteristics of the instrument that have contributed to its success.
- Improvements on new nationwide normative data, an updated item set,
enhanced interpretive guidelines, and modernized computer assessment
tools.
- Nevertheless, it retains the familiar response format, self-concept scales,
and excellent psychometric properties of the original edition.
- Reduction of the scale from 80 to 60 items.
- Microcomputer administration and scoring program.

IV.

Test Description
- 60-item self-report questionnaire, subtitled The Way I Feel About Myself.
- Assesses a respondents overall self-concept, how they view themselves
and their behavior.
- provides an overall view of an individuals self-perception and helps
identify children, adolescents, and teenagers who may require further
testing and possibly treatment
- Designed for administration to children who are at least 7 years old to 18
years old and have at least a second-grade reading ability.

V.

Includes the same Self-Concept and Validity scales as the original PiersHarris.
Several methods of administration are available: the Piers-Harris 2
Autoscore Form (WPS Product No. W-388A), which is completed by the
child and scored manually by the test administrator; mail-in and fax-in
forms which are completed by the child and submitted to WPS for
computer scoring and report generation; a PC Program which can
generate a report based on either online administration or office data
entry; and the Spanish Answer Sheet, which is completed by the child
whose answers are then transcribed onto an autoscore Form by the
examiner.
Appropriate for use in any research, educational, or clinical setting that
requires efficient quantitative assessment of childrens reported.

Administration and Scoring

- When administering the Piers-Harris 2, it is important to develop rapport
with the students, so they will respond in a manner that accurately reflects
the way they feel.
- Before distributing the instrument, discuss the purpose of the test and
explain how the results will be used.
- You may tell the children that their answers will be kept as confidential as
possible.
- It should be administered in a quiet, well-lit room that is relatively free of
distraction.
- Be sure to detach the Piers-Harris 2 profile sheet before giving the
autoscore form to the child.
- There is no time limit, but most respondents can complete the test in 1015 minutes, and they are allowed to proceed at their own pace.
- The statements are answerable by yes or no here is no right or wrong
answer.
- Before scoring the responses, scan the autoscore form for items with
invalid responses (those with no response marked or with both yes or no
marked). These are not included in the calculation of the raw scores.
- As a rule, you should not proceed with scoring and interpreting the
protocol if it contains seven or more invalid responses. In addition, any
domain scale that contains three or more invalid responses should not be
scored or interpreted.
- To prepare the autoscore form for scoring, tear off the perforated strip
along the right side, and remove and discard the carbon paper insert.
- Note that the responses marked by the child on the outside of the form
have been transferred to the scoring worksheet by the carbon paper.
- Retrieve the Piers-Harris 2 profile sheet that you removed before giving
the questionnaire to the child.

Enter the childs name, making sure that it matches the identifying
information on the questionnaire.
The instrument consists of a Total Score (TOT) that communicates the
overall essence of self-concept while the six domain scores and validity
scales provide a more interpretive analysis.
It includes two validity scales: inconsistent responding (INC) and
response bias (RES) to distinguish chance and exaggerated response.

Calculating the Validity Scores

-

To determine the Inconsistent Responding (INC) index raw score, review

the 15 INC item pairs listed in the left column of the Scoring Worksheet.
Make a check mark in the box next to each pair for which the
inconsistency conditions are met. For example, for the first INC pair listed,
you mark the box only if item 1 is scored 0 and item 47 is scored 1.
Count the number of checkmarks in these boxes, and enter the total in the
space labelled INC at the bottom of the Scoring Worksheet. To calculate
the Response Bias (RES) index raw score, count the number of circles
that appear in the Yes column. Enter this number in the space labelled
RES at the bottom of the Scoring Worksheet.

Calculating the Self-Concept Scores

-

The Self-Concept raw scores include the Piers-Harris 2 Total (TOT) score
and the 6 domain scale scores: Behavioral Adjustment (BEH), Intellectual
and School Status (INT), Physical Appearance and Attribute (PHY),
Freedom From Anxiety (FRE), Popularity (POP), and Happiness and
Satisfaction (HAP).
To obtain the raw TOT score, count the number of items for which 1 is
circled on the Scoring Worksheet. Enter this number in the space labelled
TOT at the bottom of the Scoring Worksheet. To determine the Raw
Scores for the six domain scales, locate each item for which 1 has been
circled and make a check mark in the box(es) in the same raw as the item.
Then count the number of check marks you have made in the columns
that correspond to each domain scale. Enter these totals in the
appropriate spaces at the bottom of the Scoring Worksheet.
NOTE: Do not calculate the TOT score by summing the raw scores
from the six domain scales. Because some items appear on more
than one scale, the TOT raw score is not equivalent to the sum of the
domain scale raw scores.

Completing the Piers-Harris 2 Profile Sheet

-

Transfer the Validity and Self-Concept raw scores from the Scoring
Worksheet to the corresponding spaces at the bottom of the Profile Sheet.
Circle the value in each column that corresponds to the raw score you
have entered at the bottom. Then connect the circled scores to plot the

profile. The T-Score and Percentile rank for each raw score can be found
along the left and right margins of the Profile Sheet. Enter the T-Scores for
the Validity and Self-Concept scales in the appropriate spaces at the
bottom of the Profile Sheet.

VI.

Interpretation
Self-Concept Scales
- In the absence of unusual validity concerns, you may proceed with the
interpretation of the Self-Concept scales. These scales include the Total
(TOT) scale, and the six domain scales.
Total Score
-Higher scores indicate favourable Self-Concept (i.e., high degree of selfesteem or self-regard), whereas lower scores are associated with lower selfconcept.
High range (> 60T).
-

Children and adolescents with high TOT scores are reporting a strongly
positive general self-appraisal. They are accustomed to success, and as
such may approach difficult goals with a high level of motivation.
TOT scores in the Very High range (>70T) can indicate very strong selfesteem, a tendency to exaggerate in the positive direction, or a
combination of these two factors.

Average range (40T to 59T)

-

TOT scores in the Average range are considered to be within normal

limits. Children and adolescents with scores in this range are reporting a
level of general self-esteem that is similar to that of most of the students in
the standardization sample. It also represent a balanced self-evaluation,
with acknowledgement of both positive and negative aspects of the self.

Low Average (< 39T)

-

Low TOT scores are characteristic of children with serious doubts about
their own self-worth. Such children are likely to evaluate themselves
negatively in several specific areas of functioning. Students with low TOT
scores generally lack confidence. They may be easily discouraged by
small setbacks, as they attempt to achieve goals and they may tend to
give up instead of persevering in the face of adversity. These children may
also view themselves as having difficulty making friends, as having poor
relationships with family members and as being unpopular and socially
isolated.

\When TOT scores are in the Very Low range (<29T), there is increased
likelihood that the youngster has a diagnosable Psychiatric disorder (e.g.,
major depressive disorder, anxiety disorder, conduct disorder).