Self-Attitudes of the Intellectually and Socially Advantaged Student: Normative Study of the Piers-Harris Children's Self-Concept Scale

Abstract

Research shows a significant relationship between self-concept and academic achievement for the low up through average intellectual levels. There are, however, no like data for students of superior intelligence. The three primary objects of this research were to determine (1) the relationship between high intelligence/socioeconomic level and self-concept; (2) the significance of variance in age, sex, and reading achievement; and, (3) significant within-school variables. 148 economically advantaged elementary children were tested. The mean IQ was 131 ( SD, 12.5) and for this group, 70% had at least one parent who had completed graduate school. Subjects differed significantly from the normative group of the Piers-Harris; 83% exceeded their mean. Correlations between the self-concept scale and age, sex, IQ, and academic achievement were all nonsignificant. Students rated by their teachers as doing poorly academically did not score significantly differently from those rated satisfactory (less than 1 raw score point difference), and a study of specific items reflective of qualities of the school environment felt by Erickson to be vital showed that these children saw their teachers as fostering autonomy, initiative, and trust.

A study of self‐concept and social support in advantaged and disadvantaged seventh and eighth grade gifted students

“…Bracken (1980) found no significant difference in self-concept between gifted and non-gifted groups. Little difference has been suggested in levels of self-concept between girls and boys (Coleman & Fults, 1983;Karnes & Wherry, 1981;Ketcham & Snyder, 1977). More recent work, however, has found gifted boys to out-perform gifted girls on a measure of global self-concept and physical self-concept (Schneider, Clegg, Byrne, Ledingham, & Combik, 1989).…”

“…Yet, within gifted populations, those higher in IQ do not necessarily score higher in selfconcept than less-gifted peers (Ketcham & Snyder, 1977). Bracken (1980) found no significant difference in self-concept between gifted and non-gifted groups.…”

“…Studies of gifted children, usually identified as children with IQ's over 120, show that they typically score significantly higher than the standardization groups on self-concept inventories (Coleman & Fults, 1983;Coleman & Fults, 1982;Kames & Wherry, 1981;Kelly & Colangelo, 1984;Ketcham & Snyder, 1977;Tidwell, 1980). Yet, within gifted populations, those higher in IQ do not necessarily score higher in selfconcept than less-gifted peers (Ketcham & Snyder, 1977).…”

The Adolescent and Child Health Initiative to Encourage Vision Empowerment (ACHIEVE) Study Design and Baseline Data

“…Terry et al 12 randomly assigned children to wear spectacles or soft contact lenses for 3 years and measured children's self-concepts using the Piers-Harris Children's Self-Concept Scale. 16 They reported no difference in the change in children's overall self-concepts between the children wearing contact lenses and the children wearing glasses. 12 However, the Piers-Harris instrument is an 80-item survey that asks subjects to respond "yes" or "no" regarding whether a statement accurately describes them.…”

Ansiedade infantil e instrumentos de avaliação: uma revisão sistemática

“…Anos mais tarde, surgiu o Children's Manifest Anxiety Scale (CMAS), 33 baseado na escala original de ansiedade manifesta para adultos Taylor Manifest Anxiety Scale. 34 Piers-Harris Children's Self Concept Scale, 43 Social Anxiety Scale for Children-Revised (SASC). 44 Paralelamente, houve crescimento expressivo do número de publicações utilizando-se escalas para avaliar o construto ansiedade.…”